Conference Session

Motivating Students to Achieve

Collection

2004 Annual Conference

Authors

Craig Turner; Keith Johnson; W. Andrew Clark

best scientists but in addition intentionally tried to include most if notall of the Myers-Briggs types as team participants. If a particular personality type wereexcluded from the team, the team would take time to identify how that particular personality typewould respond to the proposed output of the team. They found that by using this design, teamdecisions regarding direction and funding of research programs were met with greater buy-in,purpose of direction and less “meeting after the meeting” discussions. By intentionally selectingdiversity many problems that may have been unforeseen were unearthed prior to programlayout19.The first author observed similar positive results from team collaboration while managing apharmaceutical

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ken Ports; Carolyn Fausnaugh; Muzaffar Shaikh; Carmo D'Cruz

innovative senior design product/technology ideas into commercializable products and businesses 2. Develop core skills and competencies through a structured, project-management-based product development approach 3. Enable students to experience the process of engineering entrepreneurship by identifying and pursuing business opportunities for a technology / product with a team of motivated peers 4. Facilitate student analysis of the problems encountered in starting up a technology- based venture with very high degrees of technical and market uncertainties 5. Provide a forum for networking with practicing professionals and entrepreneurs to share their experiences, get feedback, and gain

Conference Session

Trends in Construction Engineering I

Collection

2004 Annual Conference

Authors

Sunil Sinha; Randolph Thomas; John Kulka

teach students arguments and theories about what actions are right (or wrong), and whichstates of affairs are good (or bad) related to the professional practice of engineering. A list ofwhat students need to be able to do to satisfy this outcome is as follows:1. ability to offer and defend a definition of engineering ethics,2. ability to recall the essential elements of a professional engineering code of conduct,3. ability to explain multiple reasons for being ethical in the practice of engineering,4. ability to identify and critically analyze common ethical dilemmas in the practice of engineering, including possible consequences,5. ability to analyze ethical arguments to discover which argument one has the best reasons to believe and

Conference Session

Support and Partnership Opportunities

Collection

2004 Annual Conference

Authors

John Ochs

) of alumni to assist and advise student entrepreneurs.The effort requires the partnership of several academic programs, such as Lehigh’sIntegrated Product Development, Integrated Business and Engineering and Design Artsalong with several internal organizations including Lehigh’s Alumni Association, theDevelopment office and the University’s new thrust in innovation, commercialization andentrepreneurship led by the Vice Provost for Research and the Dean of the College ofBusiness and Economics. The LEN is a critical resource to: 1) help guide successfulstudent e-teams through the product design, development, production ramp-up andmarket introduction phases of new product development, 2) help the students acquireseed funding, and 3) when

Conference Session

TIME 8: Materials, MEMS, and Nano

Collection

2004 Annual Conference

Authors

Ben Rogers

benefiting a specific ongoing research effort and the students’ educational development.Graduate students are expected to achieve a deeper understanding of the material presented to thecombined undergraduate/graduate enrollment in NSDS and are therefore required to complete anadvanced semester design project involving more laboratory work, device fabrication, analysisand a final report and presentation. They meet with the instructor for one hour each week duringan extra, all-graduate student discussion.Graduate students’ homework assignments also include extra and more complex problems. Theyconduct additional literature surveys which are discussed in the all-graduate class session, andtheir projects require a greater level of work and detail. The

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

James Hanson; Julia Williams

understandabout a concept and how they would approach a problem.Our ultimate goal as instructors is to help students develop the skills necessary to succeed in theirchosen profession. Therefore, the objectives of the Writing-to-Learn assignments forprofessional practice are as follows: 1. During summer internships and after graduation, students annotate calculations. 2. During summer internships and after graduation, students effectively communicate with co-workers and supervisors when discussing ideas or problems.In professional practice, design calculations are reviewed for a variety of reasons including peer-review and litigation. It is unreasonable to believe that a practicing engineer will rememberspecific thoughts about a set of

Conference Session

Collaborative Programs and Courses

Collection

2004 Annual Conference

Authors

Scogtt Magids; Sarah Djamshidi; Karen Thornton; David Barbe

increasing mutually productive interactions between facultyand students of the Clark School and companies in Maryland. The first programs thatbegan operations were: a consulting service to strengthen Maryland manufacturers, anon-campus incubator for technically-oriented start-up companies, and a biotechnologyprogram to help biotech companies through training and productivity enhancement and toscale up processes from research lab levels to commercial scales. In 1987 a technologytransfer program was started which facilitates faculty and graduate students performingcommercially-oriented R&D for Maryland companies. While these programs are notpurely entrepreneurship, the experience gained from interacting with small and startupcompanies laid the

Conference Session

Course Development and Services

Collection

2004 Annual Conference

Authors

C. Richard Helps; Stephen Renshaw

contributing, well-rounded member of society. Graduates of baccalaureate programs in Information Technology must have the ability to: (a) Use and apply current technical concepts and practices in the core information technologies; (b) Analyze, identify and define the requirements that must be satisfied to address problems or opportunities faced by organizations or individuals; (c) Design effective and usable IT-based solutions and integrate them into the user environment; (d) Assist in the creation of an effective project plan; (e) Identify and evaluate current and emerging technologies and assess their applicability to address the users’ needs; (f) Analyze the impact of information technology on individuals

Conference Session

Multidisciplinary Engineering Programs

Collection

2004 Annual Conference

Authors

W. Wentzheimer; Jennifer VanAntwerp; Gayle Ermer; Steven VanderLeest

maylast over 40 years. It must provide a foundation for life-long learning and career development.3 What do Key Customers Require?Like practicing engineers, engineering educators also produce a product. From a design point ofview, it is necessary to clearly define our criteria in order to best achieve the optimal outcome.There is a need for some breadth of education, both technically and in the liberal arts. There isalso a need for some depth in one or more specific technical areas. The catch, of course, is thatstudents must be prepared for such a wide array of possible positions following graduation.The vast majority of engineering graduates enter the workforce directly, so programs shouldlogically be tailored to best meet this need. But even

Collection

2004 ASEE Midwest Section Conference

Authors

Suzanna Long; David G. Spurlock

altered the face of industryand methodology for conducting business. Outsourcing, downsizing, and other factors have ledmany individuals to consider academic options to restructure their careers. This work inprogress will explore these factors and discuss potential implications and research directions. Education is the key to fulfilling goals for advancement in most professional fields. It isbecoming more difficult for an individual without a college degree to rise through the corporateranks or command a high salary. In general, formal education is required for professionalsuccess. In addition, formal education, particularly the completion of a degree, showstrainability. Sometimes a degree is referred to as the union card that gives job

Collection

2004 ASEE Midwest Section Conference

Authors

Cathryne Stein

autonomous2 mobile robots.The middle and high school student teams then have about seven weeks to design, build,and program a pair of small, autonomous mobile robots to play the current year’stournament game. Students must also document their project management elements,such as goals and milestones, division of labor, strategies, etc., and enter these in aDocumentation Website that is part of the competition. At the end of the seven weeks aregional double-elimination tournament is held, open to the public, and trophies andcertificates are awarded for the best robots and websites (both Research and DesignWebsites as well as Documentation Websites).Botball is a national program with educator workshops and regional tournaments acrossthe country. In 2004

Conference Session

Nontechnical Skills for Engineering Technology Students

Collection

2004 Annual Conference

Authors

George Zion; Ronald Fulle; Carol Richardson

curriculum.This paper reviews our approach to solving this problem.IntroductionIn 1999 and again in 2000, our Industry Advisory Board (IAB) strongly requested that weinclude more managerial skills in Engineering Technology Programs so as to graduate studentswho not only have excellent technical skills, but also possess so called “soft skills.” This requestwas for BS Programs in Electrical, Computer & Telecommunications Engineering Technology.These programs were already 5-year cooperative programs and were chock full. We turned thisrequest and problem into a great opportunity that not only satisfies the original goal, but alsomay be a major contributor toward fulfilling two other, perhaps more important goals. • Include more managerial skills and

Conference Session

International Engineering Education II

Collection

2004 Annual Conference

Authors

Eck Doerry

our Fall 2003 offering of our freshmanlevel Design4Practice course, entitled “EGR 186 - Introduction to Engineering Design”. Themain project in this interdisciplinary team design course, involving the design of a simple waterfiltration system, was embedded in a detailed international scenario: student teams weresubcontracted by a German logging company to provide a prototype water filter for communitiesin the Republic of Congo whose drinking water supplies were affected by the company’s loggingoperations. Successful completion of the project required students to research foreign companiesoperating in the Republic of Congo, exchange rates, and site-specific data (soils, rainfall, treespecies, population, sources of drinking water, economics of

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

April Kedrowicz

ofEngineering Education, 82, 171-173.3. Evans, D.L., Beakley, G. C., Crouch, P. E., & Yamaguchi, G. T. (1993). Attributes of engineering graduates andtheir impact on curriculum design. Journal of Engineering Education, 82, 203-211.4. Bjorkland, S. A. & Colbeck, C. L. (2001). The view from the top: Leaders’ perspectives on a decade of change inengineering education. Journal of Engineering Education, 90, 13-19.5. The Accreditation Board for Engineering and Technology. www.abet.org.6. Ford, J. D. & Riley, L. A. (2003). Integrating communication and engineering education: A look at curricula,courses, and support systems. Journal of Engineering Education, 92, 325-328.7. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Elisa Linsky; Gunter Georgi

. However, the idea of filingweekly lab reports reinforces the prejudices of students, making them believe that they are in ascience course.There is no reason to get rid of the lab reports; they are a valuable writing experience forstudents. It would be valuable, however, to ask students to approach them in a different way. Theassessment project must emphasize the engineering aspects of the writing assignments over thenontechnical aspects, and traditional writing topics must be approached with technicalcommunication in mind. For instance, in discussing paragraph development the writingconsultants should use the explanation of design decisions as an example. “One-minute” papersthat utilize such an approach will be developed.CHRIS LESLIE, a graduate

Conference Session

Trends in Energy Conversion/Conservation

Collection

2004 Annual Conference

Authors

John Stratton

with the current sense of analog ordigital electronics, but they were concerned that we maintain a good understanding of digitalcontrol and of telecommunications.My rebuttal to them was that the division to which this paper is being submitted is healthy andgrowing. ASEE’s Energy Conversion and Conservation Division is one of the best in ASEE andrepresents many engineering and engineering technology programs which will be happy toprovide graduates at many levels to meet the needs of the electric utility industry.Two of them felt that we should build consortiums which would better support those institutionswilling to provide good support for power engineering and technology. There was a 1960’smodel at RPI which lasted almost 40 years and a

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

George Catalano

thecourse around the Intelligent Ground Vehicle Competition for the following reasons: it ishighly interdisciplinary; it affords undergraduate and graduate research opportunities; andit forces students to work under the pressure of a deadline. The course runs from Januaryto August, with the actual competition occurs in June. Subsequent to the event, lecturesfocus upon the competition as a case study and apply topics such as legal concerns andeconomic cost analysis. Due to the nature of the competition, a shift towards the systemlevel of design has occurred. The present work seeks to add to the ongoing discussion focused upon multi-disciplinary capstone design. Several key differences exist between the present work andthat described by

Conference Session

Teaching Strategies in Graphics

Collection

2004 Annual Conference

Authors

Theodore Branoff; Nathan Hartman

experiences often focused on practical issuesrelevant to daily life, but when educational settings became more structured in the form ofschools, students were often not able to see the relevance of the topic they were learning. Sincethat time, teachers have been aware that these formalized educational settings often lackefficiency and effectiveness, some of which can be attributed to the lack of a sound theoreticalbasis for learning and instruction 1.Any particular learning theory has with it an implied set of classroom practices for the design ofinstruction and the assessment of learning. The manner in which educators select learningmaterials and design classroom experiences for their students is dependent in large part on howthey define “learning

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

George Catalano

independent and taught by a multi-disciplinaryteam of instructors with graduate student support. Oral and written communication skills Page 9.1264.3were more sharply focused in an engineering context. Students had opportunities to Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”demonstrate their expertise in formal engineering design presentations, formalengineering design reports and formal laboratory reports. The lack of acceptablecomputer programming skills also was addressed with a movement away

Conference Session

Course/Program Assessment

Collection

2004 Annual Conference

Authors

James Higley; Jana Whittington; Joy Colwell

Copyright© 2004, American Society for Engineering EducationDepending on the type of assessment, formative or summative, different assessment methodsmay be used. These will be covered in a later section.DiscussionSummative assessments in traditional classesThese are typically surveys done at the end of a course with questions such as major, class,whether the class is required, student questions about student behaviors relating to course(attendance, meeting deadlines, etc.), questions related to objectives, instructor effectiveness,course management, course impact questions, and general suggestions for course improvement.These are common types of assessment questions which are used both to improve the course andfor promotion and tenure

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

Anita Mahadevan-Jansen; Christopher Rowe

curriculum in the context ofengineering problem solving.The first major change involves the development of a module-based freshman course inengineering. In this course, students take a common module focused on engineering problemsolving and computing for seven weeks. The general module is taught in the context of datamanagement/analysis using different software packages. Based on these skills, discipline-specific modules were created for each engineering major offered at the Vanderbilt School ofEngineering (VUSE). The general module is followed by two self-selected four-week, discipline-specific modules that focused on a current event or area of research. Each discipline-specificmodule was designed in the context of problem based learning with a

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Hue Van Tran; Steven Reyer; James Friauf; Owe Petersen; Katherine Wikoff

communication practice. Our study arose from adesire to better understand the extent to which the current Electrical Engineering curriculumprepares students to meet all of the communication challenges they will encounter in theengineering profession, where communication most definitely does occur in many forms andsettings. This study, therefore, does not focus on specific student outcome data; rather, it focuseson finding the best framework for analyzing what those outcomes are.Study MethodologyTo evaluate how successfully the Electrical Engineering program is integrating communicationskills into the curriculum, a structural rubric was needed to organize all categories of learningactivities associated with communication and to provide a method for

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Stani Vlasseva; Valentin Razmov

tend to rely more on their auditory receptors. Regardless of the specific form it is presented in, feedback needs to be perceptible for the recipient to be able to take advantage of it.• Robust. To maximize the impact of feedback, the provider should take into account the diversity of the audience by giving multiple, possibly redundant, views of the same piece of feedback. This ensures that there is no “single point of failure”, i.e., no reliance on a single method for transmitting the information.• Easy to assess. For feedback to be effective, assessing its relevance and quality should be easy (i.e., be low-cost) for the recipient. Ideally, credible examples (e.g., from the available literature) should

Conference Session

Understanding Students: Cognition

Collection

2004 Annual Conference

Authors

Lawrence Genalo

, Jackie Gray, Jennifer Holbrook, Sadhana Puntambekar (1998). Learning by Design from Theory to Practice. Proceedings of ICLS 98. Atlanta, GA, 16-22.LAWRENCE J. GENALOis Professor and Assistant Chair of the Department of Materials Science and Engineering at Iowa State University.He received a Ph. D. in Applied Mathematics with Systems Engineering emphasis in 1977, served as Chair forFreshman Programs and DELOS Divisions, and runs the Toying With TechnologySM Program at Iowa State.DENISE A. SCHMIDTis the Associate Director of the Center for Technology in Learning and Teaching within the Department ofCurriculum and Instruction at Iowa State University. Her research interests include technology use and integration in

Conference Session

Engineering Ethics Case Studies

Collection

2004 Annual Conference

Authors

Mark Manion; Eli Fromm; Jay Bhatt

support their arguments on a particular case. Open-ended discussion and electronicdialogues have also been effective and beneficial because they stimulate debates while thestudents are exploring various ethical issues in their independent coursework.3 Electronicdialogues provide a forum to extend the debates beyond the regular class time.3Even though students have been exposed to the library research during their freshman designExperience, without intervention they tend to rely more on freely available web sites to obtainsupporting material for their assignments and debates. The Drexel Engineering Curriculum(tDEC) design program for freshman involves about 600 students in approximately 120 teamsworking on different design projects. While

Conference Session

Trends in Construction Engineering II

Collection

2004 Annual Conference

Authors

Erdogan Sener

. Water industry construction will increasingly necessitate that we equip our graduates with the fundamentals of environmental engineering knowledge, as well as, with the increasingly challenging financing, legal, and political framework aspects related to such work.3. Increased emphasis on “green” products for construction, sustainability issues, and impact on the environment: it is increasingly the case that the construction industry is being expected to be more accountable in above respects. There is a slow but steady movement towards “green” design and construction where special emphasis is attributed to energy used in production of construction/building materials, energy used by buildings within the context of their design

Conference Session

Learning & Teaching Issues

Collection

2004 Annual Conference

Authors

Vikas Jain; Durward Sobek

semester’s end.3a. Data Collection: Process VariablesResearchers have used a number of techniques to collect and study data on design processes,including interviews,1 retrospective and depositional methods,4 protocol analysis,5 and processobservation.6 However, for this study, we chose design journals kept by individual students as themedium by which to collect data on actual student processes. This data collection techniqueovercomes many of the drawbacks of other research methods. Unlike interviews, retrospective,and depositional methods, data are collected in real-time rather than retrospectively. But unlike Page 9.1256.3observational approaches

Conference Session

Recruiting/Retention Lower Division

Collection

2004 Annual Conference

Authors

Malika Moutawakkil; Lisa Hunter; J.D., Christine Andrews; Leslie Wilkins

Page 9.294.9 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationEach year, the CfAO hosts a Professional Development Workshop (PDW) on Maui for CfAOgraduate students, postdoctoral researchers and educators, select Maui high school teachers, andMCC faculty and administrators. This years’ workshop was titled “Broadening the Impact ofYour Research: Teaching, Communicating, and Partnership Building.” Based on recognizedbest practices for engaging students in STEM, and particularly for engaging underrepresentedstudents in STEM, much of the workshop focuses on teaching educators the methods of inquiry-led

Conference Session

Attracting Young MINDs

Collection

2004 Annual Conference

Authors

Suzanne Berliner-Heyman; Nicole Koppel; Rosa Cano; Siobhan Gibbons; Howard Kimmel

boys3.Thus they graduate from high school with out the necessary pre-requisite skills to studyengineering in college4-5.In the past 20 years there has been a proliferation of programs designed to promoteinterest of young women in STEM careers. Yet, women hold only 12% of the scienceand engineering jobs in business and industry. Unfortunately, it is evident that trying tointerest students in STEM careers is not easy. Most of these programs are excellentprograms. However, since these programs are usually of short duration, evaluation of theprograms and specific components are difficult, and reports of evaluation efforts arelimited. Thus, it is difficult to know what works and what doesn’t work, and what thebest practices that should be replicated

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Andrew Wo; Pei-Fen Chang

well defined, with onlyone correct solution. Under current engineering training, students are asked to solve these“textbook” problems, which generally are simple, formulated in particular forms and havestandardized approaches and answers. In industry, however, engineers often face complicatedproblems with no immediate and absolute answers. Hence, engineering graduates often findthat techniques they have learned in college are not practical for solving industrial problems. Examination-oriented education effectively turns assessment into a tool for these kindsof competition. Schools tend to focus on how to help students pass the selective examinationsand how to increase promotion rates. Teachers tend to pay closest attention to the “best