Collection

2003 ASEE North Midwest Section Conference

Authors

Frank Peters; John Jackman; Sarah Ryan; Sigurdur Olafsson

points in the scenario timeline based on system performance in a scenario.• Performance: A scenario specific simulation model provides a representation of the system under the solution parameters selected by the team. Performance measures for the system are provided at pre-defined time periods.Student reflection is encouraged by requiring justification for student responses as well as self-evaluation after each stage (using rubrics that describe the evaluation criteria). These criteriacan be viewed prior to completing a stage.The first module developed was used in our Engineering Economic Analysis course during threeconsecutive semesters Fall 2002, Spring & Summer 2003. This module and student results aredescribed in a companion

Conference Session

Information Literacy

Collection

2003 Annual Conference

Authors

Jeanine Mary Williamson

allengineering students in a variety of samples. 5, 15, 17, 20, 21,23,24 Consider tailoring classactivities (if any) and tutorials to the characteristics of this type: the Introversion andSensing suggest other implications for instruction beyond Thinking and Judging, whichwere discussed above. ISTJs are described thus: Quiet, serious, earn success by thoroughness and dependability. Practical, matter- of-fact, realistic and responsible. Decide logically what should be done and work toward it steadily regardless of distractions. Take pleasure in making everything orderly and organized—their work, their home, their life. Value traditions and loyalty.16 As introverts, ISTJs need time to reflect before speaking

Conference Session

Teamwork & Assessment in the Classroom

Collection

2003 Annual Conference

Authors

James Newell

or she is also known for preferences thatare not so compatible with this situation: working alone, keeping knowledge and/or feelingsinside, and resisting changes to familiar or preferred patterns. These students are not likely tonaturally communicate regularly with team members, nor reflect on or seek guidance aboutobstacles they are experiencing. Of particular interest to us is the technical learner’s resistance towriting. Because technical learners keep information in their heads and do not readily volunteer itto others, they tend to write minimally, not seeing a need for a great deal of detail to becommitted to paper. Page 8.406.4

Conference Session

Engineering Education; An International Perspective

Collection

2003 Annual Conference

Authors

Jason Bittner

Center, a United States Department ofTransportation research, education, and outreach center funded through the UniversityTransportation Centers Program of the Research and Special Projects Administration, organizedthe Workshop. Sponsors included the University of Wisconsin-Madison, University of Wisconsin-Milwaukee, Marquette University, the Wisconsin, Ohio, and Michigan Departments ofTransportation, among others. The mix of academia and practitioners on the organizingcommittee assisted in the development of a program that reflected the needs and motivations ofeach organization in the area of diversity encouragement. For the purposes of this Workshop,transportation was not limited to traditional civil engineering-based opportunities.Several

Conference Session

Web-Based Laboratories and Classes

Collection

2003 Annual Conference

Authors

Edward Gehringer

as “learning management systems,” reflecting thefact that they can be used in teaching outside regular credit courses.Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition 1Copyright  2003, American Society for Engineering Educationrespondents were sure that neither their university, college, nor department had adopted one.WebCT users outnumbered Blackboard users by a small margin (81 to 68). These were the onlytwo systems listed on the survey; all others were write-in choices. The most frequentlymentioned of these was Prometheus, developed by the University of Washington, but now soldto Blackboard, named by 4 respondents.† Of those answering the survey, 67% had used theCMS

Conference Session

Visualization and Computer Graphics

Collection

2003 Annual Conference

Authors

Eric Wiebe; Aaron Clark

VisTE project will promote diversity in all aspects of the instructional materials. VisTEproject PIs will identify design briefs that proactively address issues of concern to minoritystudents and to females, to make these materials as attractive and accessible as possible tostudents traditionally underrepresented in technology education classes. Project investigators andpanel members are committed to broadening the Science, Technology, Engineering andMathematics (STEM) student base that would eventually be reflected in the workforce. Page 8.1189.4 Proceedings of the 2003 American Society for Engineering Education Annual Conference

Conference Session

Tenure and Promotion Tricks of the Trade

Collection

2003 Annual Conference

Authors

Jerry Samples

teaching and the mentors should know of such programs. Similarly,many universities have a teaching center to assist new faculty as they develop and present theirclasses. A systematic approach to the development and presentation of class materials leads toefficiency in teaching. Good teachers are efficient in the classroom and their out-of-class time canbe used to do other things, including research or preparation of new lessons or courses.The "why bother" question is easily answered: it is what students expect. Many faculty feel thatteaching is not important, often because it is evaluated by students. They feel that students arebiased or not prepared to evaluate faculty. “A common notion among faculty is that ratingsmerely reflect instructor

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Richard Speakman; Joel Perlin; Daniel Pack; Barry Mullins

of the gyro, an initial heading and orientation of the gyro is established during the firstfew seconds of power-up. If the gyro is tilted on its axis, the pulse width of the feedback signalvaries until the gyro is returned to neutral. Using the input capture capabilities of the 68HCS12,the length of the pulse width of each gyro can be calculated and, therefore, its orientation known.Infrared Sensors Four Sharp GP2D12 distance measuring transmit/sensor pairs will be used todetect walls and other objects. The GP2D12 transmits a modulated infrared signal and detectsany reflection through its sensor. Depending on the amount of reflection received, an analogoutput will be delivered to the microcontroller. The amount of voltage at the output will

Conference Session

Computer Assisted Data Acquisition

Collection

2003 Annual Conference

Authors

Preeti Nagarajan; Roman Stemprok

thought of as acollection of M linear registers of N pixels each. The M linear registers are aligned vertically; side-by-side and separated by channel stop regions. Light is incident on the exposed thinned surface.The incident photons do not pass through the front surface electrodes and passivation layers. Anenhancement layer is added to the back surface to create an electric field that forces photo-generated electrons toward the potential wells under the gates. An anti-reflective coating may beadded to increase optical quantum efficiency. An additional independent linear register is placednext to the array with its charge transfer direction orthogonal to that in the array. The serialregister is arranged so there is a single pixel adjacent to

Conference Session

K-20 Activities in Materials Science

Collection

2003 Annual Conference

Authors

Stephen Krause

, and the nature of misconceptions. The interviews were notparticularly useful since students were hesitant to talk, possibly because they felt self-consciousor because they had little experience with reflective thinking. On the other hand, the “intuitionquizzes” were quite useful in identifying creative and original student misconceptions which Page 8.648.3“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education”were often used as effective distracters. Larger scale testing during the following semester wasused to determine which

Conference Session

Women in Engineering: New Research

Collection

2003 Annual Conference

Authors

Thomas Gralinski; Janis Terpenny

2001 the ARHS Technology Education department completed curriculum maps4 foreach course. In doing that the department was directed to complete the maps reflecting currentpractice and content and to match that content with the concepts in the curriculum frameworks.With that as a benchmark the school would begin a course by course departmental review tocompare current curricula to frameworks. Individuals and/or teams of teachers would thenresearch options and make suggestions as to how to best meet the broad concepts outlined in theframeworks and then initiate a rewrite of the map and curriculum for that course. The twocourses relating to this paper are the single trimester courses; Engineering & Technology I andII. Discussions were held

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2003 Annual Conference

Authors

Stephanie Carter; John Feland

compellingNeed-Solution Pairs. In this context the framework was valuable in ensuring student teams didnot just design a widget but a widget with a purpose. Traditionally the products designed in thiscourse reflect the perspectives of the designer more than meet the Needs of any customer group.By integrating the Need-Solution framework with a new understanding of the Doblin process,courses in innovative product development can equip students with the tools to cross theInnovation Fence. By using the Need-Solution framework to provide a language to supportproduct team interactions and Doblin’s Innovation Landscape™ to assist teams in targeting andevaluating their innovation efforts. This tool set begins to fill the curricular gap in the academicofferings

Conference Session

International Engineering Education II

Collection

2003 Annual Conference

Authors

Roger Hadgraft

, engage students in thedesign of the assessment. This assessment should test the full range of graduate capabilities,not just technical skills. Assessment should cover all levels of Bloom’s taxonomy8.Evaluate your success. This should include staff evaluation, eg through a reflective journal,student evaluation of the course and of themselves, and external evaluation.Having completed the cycle, the whole process can start again because the evaluation processrevisits the professional needs, which can then be revised. Page 8.947.5Proceedings of the 2003 American Society for Engineering Education Annual Conference &

Conference Session

ET Distance Learning

Collection

2003 Annual Conference

Authors

Anthony Dean; Carol Considine

. Modification oftraditional lectures is one way to incorporate active learning in the classroom.1 The instructorsmodified the synchronous lecture formats for the courses to include the following active learningtechniques: • THINK-PAIR-SHARE. Students were asked to individually reflect on specific questions, write down their response, pair with a neighbor and discuss their answers, and then share a final group answer with the entire class. For this active exercise, each distant site became their own group and was expected to share their response as a group. Although some sites had only one student and did not have the opportunity to come to a group consensus, they still had the opportunity to

Conference Session

Teaching Strategies in BME

Collection

2003 Annual Conference

Authors

Marcus Pandy; Anthony Petrosino; Ronald Barr

biomechanics, we are also interested in incorporating project-based instructionalapproaches that utilize modern learning theory in a university setting. The Legacy Cycle uses challenges as anchors for learning. The challenges are designed tocreate an increasing depth of knowledge in a specific subject, with each challenge presented asone cycle of the Legacy shell. The combination of well-designed challenges and meaningfullearning activities provides a rich environment for both the students and the instructor. The sixsteps constituting each cycle of Legacy are (see Figure 1): (1) Look Ahead and Reflect Back,which allows students to see where they are going and to reflect back on where they have been;for example, students are able to see how the

Conference Session

Intro to Engineering: Not Just 1st Year Engineers

Collection

2003 Annual Conference

Authors

Suzanne Keilson

), but stillonly receives three credit hours and that the course currently fulfills no graduation requirement fornon-engineering majors, this first experience was encouraging. There exists a real interest for thiskind of class. It is hoped that in the future this course will also function as a recruitment tool forengineering students. Therefore, the course fulfills the Introduction to Engineering requirement forengineering majors.Assessment and evaluation of Alpha program courses consists of a self-reflection survey preparedby the instructor, as well as a number of student surveys, including a pre- and post- semester generalattitude survey to assess the overall efficacy of the Alpha class in promoting retention of studentsand an easier social

Conference Session

Materials and Manufacturing Processes

Collection

2003 Annual Conference

Authors

Yichong Zeng; Patrick Kwon; Muhammad Sohail Ahmed; Jenny Wang-Chavez

Engineering Education Figure 3 (a): Trial part Figure 3 (b): Trial part printBuilding on the trial part, students, still working in the same group, are asked to produce theprocess plan for producing the final manual press tube (Figure 4 (a) and (b)). In the process ofdeveloping process plan, students are provided with web links to the different types of machiningprocesses. At conclusion of the project, students will post their deliverables to class discussionboard. They will be asked to critique each other’s process plan. Sharing findings and critiquingeach other help students to learn from each other and to reflect what they have learned. Figure 4 (a): Final part

Conference Session

Best Teaching Practices for ABET

Collection

2003 Annual Conference

Authors

Mary Crawford, University of Texas at Austin; Kathy Schmidt, The University of Texas at Austin

and continuous improvement required for ABETaccreditation support our approach. UT Austin has a strong research focus and theteaching environment is enriched by abundant research opportunities. Additionally, UTAustin’s College of Engineering is consistently rated among the top ten in the nation,with some programs ranking in the top five. This atmosphere helps attract top-notchfaculty as well as establishing an environment of high expectations for academicachievement and instructional innovation.Documented institutional support contributes to an environment in which instructionalinnovation is a priority. Our College’s policies reflect its philosophies. Quoting from theGuidelines for Recognizing Faculty Teaching Effectiveness, “Innovative

Conference Session

Assessment Issues

Collection

2003 Annual Conference

Authors

Patrick Norris; Duco Jansen; Sean Brophy

free-text responses. The first case was a post quiz to a short lecture on the anatomy of theeye. The second application of short answer questions asked students to reflect on what studentslearned from a field trip to a laser clinic. This reflection activity served as a pre-test for a lecture. Page 8.410.3After the lecture the students answered the questions again. (Details of these questions areProceedings of the 2003 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2003, American Society for Engineering Educationmentioned in the next section).Essay questions were mainly used to capture students

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Tracy Volz; David McStravick

exacerbated by our conversion to usingassigned the first week of the semester and are computers for data acquisition. Thisgraded and returned before their first modification leads to data files, which can haveexperimental lab report is due. excessive significant figures, and if the studentsThis process also identifies students who need don’t use good judgment, the results of theirhelp with their writing skills. Faculty who analysis will reflect this same excessive level ofspecialize in communications

Conference Session

Mechanical ET Design & Capstone

Collection

2003 Annual Conference

Authors

Alok Verma

the red LED, which is a warning signal. Figure 2 is assembled in the opposedsensing mode and Figure 3 is in the Figure 2: Opposed sensing mode. Figure 3: Retro-reflective sensing mode. Page 8.179.6 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education1retro-reflective sensing mode. According to the information from Banner EngineeringCorporation4 , opposed mode sensing is the most efficient sensing mode, and offers thehighest level of sensing energy to overcome

Conference Session

Web Systems and Web Services

Collection

2003 Annual Conference

Authors

John Gallagher

used specifically as objects to bemanipulated by the robot via its gripper attachment.It is this particular environment that is simulated by our software. Due to the environment’ssimplicity, the task of developing sensor and actuator models was significantly reduced. Thecolor and reflective properties of the obstacles were specifically chosen so that sensor responsewould be similar at given distances from an obstacle regardless of its type. These propertiesalong with the constant lighting in our lab provided the basis for the accurate yet efficient modelseventually used within the simulator.3. Simulation Software RequirementsThe primary constraints on the features of our software were defined by both pedagogical andpractical concerns. An

Conference Session

Teaching Design

Collection

2003 Annual Conference

Authors

Andrew Kline

) recruiting an unbiased facilitatorversed in the methodology and familiar with the process area, (3) synthesizing a descriptivedefinition that accurately and completely describes the skill set being measured, (4) analyzingbehaviors of an expert who displays outstanding performance in all dimensions of the skill set, (5)selecting the top ten factors which account for variability in performance associated with the skillset, (6) proposing positively-phrased descriptors of the skill set at five performance levels rangingfrom “novice” to “expert”; (7) articulating and agreeing on five attributes associated with eachperformance level for the top ten factors, and (8) testing the classification and measurement schemeby reflecting on performance of

Conference Session

Innovation in Design Education

Collection

2003 Annual Conference

Authors

Patsy Brackin; Clark Merkel

of sheets of paper used, T isthe construction time in seconds, and Z is a weighting factor. For example, Z = 0 if theconstruction time is less than 5 minutes, Z = 3 if the construction time is between 3 and 10minutes, and Z = 15 if the construction time is greater than 10 minutes. The exercise isenthusiastically received by students and it gives teams a good chance to reflect on whatcan go wrong. Allow teams to reflect on their performance following the competition.Acknowledgement: Stephen Batill, University of Notre DameActivity 2: Paper Clip Design ChallengeMaterial Required: Lengths of Steel Wire, Long nosed pliers.Goal: to give students practice and insight into the function of even simple objects.Description: Provide each student with a

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

Nancy Thompson; Eric Vilar; Beth Davidson; John Brader; Michael Matthews; Elisabeth Alford; Sirena Hargrove-Leak

(3 or 4 per group) Page 8.776.2Figure 1: RCS Studio Organizational Chart “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”The experiences and learning processes of the mentors are the focus of this paper. Theirobservations and reflections that follow as case studies show how the mentors supported thecognitive development of undergraduates and applied principles of learning theory in theirmentoring. Their collaborative writing of this paper was an integral part of their exposure to andreflection on

Conference Session

Mentoring Women and Minorities

Collection

2003 Annual Conference

Authors

Angela Linse; Rebecca Bates

content rather than on the content itself. Another ideal was toprovide a foundation for a habit of being reflective about their teaching, i.e., critiquing ratherthan criticizing. To this end, every class ended with five minutes spent answering the questions"What went well?" and "What could be better?" about the class (as feedback to the instructor)and also about their own participation in the class (as self-reflection). In a sense, all of theexplicit goals have this underlying agenda. Student feedback will be discussed further below.2. Student LearningAfter the concept of ABET (Accreditation Board for Engineering and Technology) learningoutcomes was presented, and connected with the idea of measurable course objectives, most ofthe class was a

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

Ahmet Eskicioglu

, • utilize the WWW for research, advertising and posting material.C. Dede, a contributor to the 2001 Change Agent Roundtable Occasional Paper (a collection ofpresentations and stories from roundtable participants), lists the unique capabilities ofsophisticated computers and telecommunications as:29 • centering the curriculum on authentic problems parallel to those adults face in real world settings, • involving students in virtual communities-of-practice, using advanced tools similar to those in today’s high-tech workplaces, • facilitating guided, reflective inquiry through extended projects that inculcate sophisticated concepts and skills and generate complex products, • utilizing modeling and visualization as powerful means of

Conference Session

Professional Graduate Programs

Collection

2003 Annual Conference

Authors

Thomas Stanford; Duane Dunlop; Donald Sebastian; Stephen Tricamo; Donald Keating

singular reliance on a linear basic research-driven model of innovation to an integrative model ofpurposeful, needs-driven, systematic engineering innovation that frequently drives directed-strategicresearch. U.S. graduate education must reflect this change for the nation to maintain its competitive edge.In today’s innovation-driven economy, the U.S. engineering workforce plays a vital role in creating newtechnology and in leading the process of continuous technological innovation for competitive advantage. The demand for high-caliber engineers/technologists with strong technical skills, practical experience,and professional skills for leadership of technology development in industry is increasing. Although U.S.engineering education has

Conference Session

The Biology Interface

Collection

2003 Annual Conference

Authors

Patricia Mosto; Gregory Hecht; Kathryn Hollar; Stephanie Farrell

, students participate in sponsoredresearch projects during their junior and senior years. Each semester, students work inmultidisciplinary teams as part of a 2-credit course. Project funding is provided throughgovernment or industrial grants or sponsorships. Situated in southern New Jersey, Rowaninteracts with many companies in the pharmaceutical and food industries. Accordingly,the chemical engineering faculty’s areas of expertise reflects this bio-intensive regionalinterest: over half of our faculty have training in biomedical, bioprocess, andbiotechnology fields. This research interest is reflected in the types of clinic projectsoffered in the Junior/Senior Clinic course, from experiment development in drug delivery

Conference Session

Innovative Teaching Methods in Industrial Engineering

Collection

2003 Annual Conference

Authors

Manuel Rossetti

, and reflecting. (Meyers and Jones (1993)). Cooperativelearning involves active group work that involves building interdependence, accountability,collaborative skills, and reflection. Reflection is achieved by students teaching and explainingmaterial to each other, and by self/group evaluation. More detail on active and collaborativelearning techniques can be found at reference [2] and [8].Active and cooperative learning has been proven to be an effective technique for enhancingstudent learning and improving student retention through its supportive structured group work.An extensive analysis by Johnson, Johnson, and Smith (1998) revealed that cooperative learning