Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

Patrick Hollis; Namas Chandra; Chiang Shih

establishing appreciation of theteacher’s perspective. Students who were taught by their fellow students can also learn from thisexperience through a process of observation, self-reflection and peer judgment.Our Prior LTT ExperienceThe LTT concept was first adopted by Shih and Hollis in an NSF-sponsored project for thecreation of a dynamics system laboratory. It was used as a cost-effective way to train students toprovide assistance to their fellow students in the laboratory. Students working in a group wereasked to be responsible for the complete set up and operation of only one out of a set ofexperiments so that they could gain valuable experience by fully mastering one experiment. Theresponsible students were then asked to serve as teaching

Conference Session

Teaching Teaming Skills Through Design

Collection

2004 Annual Conference

Authors

Pei-Fen Chang; Jiunn-Chi Wu

) Correlation between personal evaluation and team evaluation: The results show the correlation between the 10-question Personal Evaluation Questionnaireand the 4-questions Team Evaluation Questionnaire. It was found that some students participatemore actively in their teams when they feel comfortable working with the team and feelingcomfortable with their role. Another deduction may be that students seems become moreopen-minded as well as enjoy/appreciate teamworkQualitative results: Abilities learned from the courseOverall, the top three abilities students gained were:(1) Effective use of time to reach consensus(2) Growth of problem-solving ability(3) Development of teamwork strategiesStudents’ Reflections on Team’s effectiveness Next, we

Conference Session

Multimedia Engineering Education: Distance & Service Learning, Web-based Projects

Collection

2004 Annual Conference

Authors

Koichi Iwasaki; Kazuo Morita; Chi Thai

socialization processes start from elementary to middle school, shifting from familyattachments to peer groups and teacher-centered learning. In the "intense years" of high school(Fukuzawa and LeTendre8), learning techniques shift to small-group discussions, cooperativeprojects and self-reflective criticism preparing students for the university and for work in theadult world. At Kagoshima University, most subjects has only one 90 minute lecture per weekwith the professor (with minimal inquiries originating from students during class), afterwardsstudents are pretty much on their own if they need further help, so it was assumed that Japanesestudents would be better prepared to learn on their own via Distance Education than studentsfrom USA. Ironically

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

W. Carlson

: Page 9.135.5 6 •How do groups use technological artifacts to illustrate and reify their worldview? •How do artifacts reflect a group's views about the place of humans in the universe? How do artifacts reflect notions of time and space? •What do artifacts reveal about how a group addressed and tried to resolve central puzzles or traumas? Let me offer two brief examples of the relationship between technology andcultural meaning. First, in writing about the Egyptians, I made the point that thepyramids served no economic purpose--in fact, their construction took significantnumbers of workers away from agriculture. Instead

Conference Session

Electrical and Computer Engineering

Collection

2003 Annual Conference

Authors

Stan Harris

grading. Advantage: Student Students may reflect upon their answers between the time of Q/E completion and the time of receiving faculty feedback and may reach some of the same conclusions that the faculty member may later share with them, possibly enabling some students to become more amenable to critical feedback. Page 8.1101.8 Disadvantage: Faculty.“Proceedings of the 2003 American Society of Engineering Education Annual Conference &Exposition Copyright © 2003, American Society for Engineering Education” Faculty will likely have to spend more time preparing Q/E since previous Q/E are available to

Conference Session

Design for Community

Collection

2003 Annual Conference

Authors

Susan Lord

Reflection - Discussion of your preparation, actual experience, and reflection on what you learned in this experience. • Peer rating of team membersProject Parameters • Presentation will cover topics such as “What is USD?”, “Why major in engineering?” “What is the engineering design process?”, and “What is Walk On Water (WOW)? • Project will be done in teams assigned by instructor • Aimed at students in high school • Educational and fun • Presentation and activities should take about 45 minutes to completeJunior/Senior EngineeringAs engineering students enter the junior and senior years, they are looking for internships,projects, ways to apply concepts learned in prior courses, or other

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Anna Phillips; Paul Palazolo

the lab experiences more meaningfulthrough the utilization of statistical analysis of the results and through detailed lab reports, butdeliverables were limited to analytical, data-driven reports.With only one hour of credit given for the lab, students did not understand the need for the extrawork that was being required. Lab reports were usually sterile documents reflecting what thestudents believed that the instructor wanted rather than a vehicle for a learning experience for thestudents.Traditionally, Mechanics of Materials was heavily weighted towards engineering science(analysis) with few open-ended or design problems introduced. The number of topics covered inthe class left little room for the extended development usually required for

Conference Session

Understanding Students: Cognition

Collection

2003 Annual Conference

Authors

Sang Ha Lee; Stefani A. Bjorklund; John Wise; Thomas Litzinger

Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationfactors, albeit at a more detailed level, in her model for self-directed learning.10Candy, in his extensive review of self-directed learning, summarizes the characteristics of the self-directed learner from many sources.11 These characteristics fall into two sets, personal attributesand skills, that are analogous to Flammer’s “will do” and can do.” Candy’s lists are: “Will do” Attributes: curious/motivated, methodical/disciplined, logical/analytical, reflective/self-aware, flexible, interdependent/interpersonally competent, persistent/responsible, venturesome/creative, confident, independent

Conference Session

Capstone Design and Engineering Practice

Collection

2003 Annual Conference

Authors

Nathan Adams

providingundergraduate engineering students an opportunity to work on real/meaningful engineeringprojects with guidance from industry mentors. Materials covered in the paper include a very briefoverview of three helicopter engine integration projects accomplished by GEDT student teams.Rational for the project selection and scope are discussed. This is followed with a review of andcomments on an overall student project model. The paper concludes with a brief discussion onproject challenges and lessons learned.The thoughts and materials presented in this paper are the sole responsibility of the author and arenot intended to reflect the interests of Boeing, Rolls-Royce, Arizona State University, and LeedsUniversity.Projects ReviewAn objective of the helicopter

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Nicole Amare; Charlotte Brammer

has called it, “like an engineer.”3In essence, the cohort scheduling idea at UA functions as a reflection of some “turf wars” overwriting instruction at colleges around the country. It also epitomizes the conflict of the role ofwriting instruction: Do English departments exist merely to serve other disciplines’ needs for Page 8.490.2effective student writers (respective to each discipline)? Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering EducationThere are many misperceptions in English departments about if and

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

William Murphy; G. Lineberry

subjects stipulated in the course catalogdescriptions or in the course outcomes. While the ABET visitor acknowledged the satisfactorycontent of student work in these areas, it was stated that without it being included in the coursedescription and outcomes, such coverage was subject to instructor preference. The coursedescriptions and outcomes have been modified to appropriately reflect the coverage of the mathtopics in these areas. These course modifications will equally apply to the Lexington program,and perhaps prevent a similar issue from being raised at the time of their next general review. There were two concerns raised by the program evaluator. The first involved the fact that

Conference Session

ECE Laboratory Development and Innovations

Collection

2002 Annual Conference

Authors

Ralph Tanner

intention of this series of experiments was to find out thelimitations of the processor with the existing sensors. A brief explanation of the follow programis necessary. The follow program uses the infrared system to actively find an object that crossesit sensor path. When the object reflects infrared light back to the sensor, the robot follows wherethe side with most strength. The modification involved incrementally adding a bias or multiplierto the section of code that controlled the amount of power applied to the robot’s motors.Eventually the bias level increased to a level that caused a processor error. After recording thenumber, the target moved at a slower pace to see if the robot would stabilize. Likewise, the targetmoved at a faster pace

Conference Session

Statistics in the CHE Curriculum

Collection

2003 Annual Conference

Authors

Valerie Young

information, or bycontacting the author directly. The outcomes reflect fairly standard technical content in thecategories of statistical methods of data analysis, statistical process control, and experimentaldesign. Topics listed on the course syllabus for each 50-minute lecture are also quite standard. Page 8.384.2Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering EducationCourse RedesignIf the technical topics and student learning outcomes for the course are fairly standard, what havewe changed? Four significant changes to the course were

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Richard Figliola; Beth Daniell; Art Young; David Moline

wrong inthe report. Overall, the usual miscues, such as failing to cite figures and referencing work, werecommon. Students struggled with data presentation, discussion of results, the extent of detailrequired, and a conclusion that presented a logical inference.The consultant observed that the students tended to be conversing with the instructor with theirreport rather than making the report stand on its own ("I connected the sensor to the amp…"), aclear reflection of their not understanding the intended audience. As a consequence, theinstructors were found to be encouraging the use of the third person and more use of passivevoice. This observation was quite important. The reliance on the passive voice appears to be areaction to a problem even

Conference Session

Societal Contexts of Engineering Education

Collection

2003 Annual Conference

Authors

Steven VanderLeest

unethical acts committed with the technology.5 Covering non-neutrality in the classroomThere are a number of methods that can be used to persuade students that the technology theydesign is not neutral. First, however, it is important to note that this idea cannot be assumed norcan it be covered too quickly. Students need time to think about it, struggle with it a bit, andmake it their own. One simple technique to address non-neutrality may be using betterterminology that more clearly communicates with students. For example, in order to keepstudents from sliding into the mistake of associating neutrality with lack of volition, terms such as“neutrality” or “value-laden” can be replaced with terms that better reflect the idea that designedform leads

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Sven Hvid Nielsen

the students to be involved in e.g.: 1) analysis and diagnosis of industrialissues, 2) development/design of solutions - holistic as detail, 3) planning/implementationand control of solutions 4) a dynamic learning process as benefit for innovation, research,methodology, tools and new knowledge,which naturally involves special attention to reflection and be aware of the potentialpossibilities and resources in connecting to human, social and technical dimensions in anecessary interplay between crossover, development, decision and carry out processes.Most of the projects are carried out in groups of students, which allows for practising inter-personal communication skills. Unfortunately, resource constraints at our university oftenlead to

Conference Session

Innovations in Teaching Mechanics

Collection

2003 Annual Conference

Authors

Richard Hall; Nancy Hubing; David Oglesby; Vikas Yellamraju; Ralph Flori; Timothy Philpot

been as high as would havebeen the case had the outcomes test counted toward their grade, which was reflected at least inthe low motivation levels for those in the high GPA group. Third, the lower-level knowledgeassessed via the multiple choice test may not have accurately reflected the additional spatial andapplied knowledge that could have been gained by those who were exposed to the 3-Dmultimedia presentation.It should be noted that the instructor presenting the video lectures in the experiment is anexceptional teacher who has received 12 Outstanding Teaching Awards in his 13 years at UMR.The fact that students viewing the animated Flash modules had ratings and scores that were notstatistically different from those of students viewing the

Conference Session

Web Systems and Web Services

Collection

2003 Annual Conference

Authors

Marcus Huggans; Steve Watkins; Halvard E. Nystrom

learning styles to class design can create opportunities for suchimprovements. Learning styles reflect that different individuals have preferred ways tolearn. Because of its promise to improve learning effectiveness, it was ranked by JamesStice as one of the eight key educational innovations in the last thirty years.1 Asynchronous web-based learning modules are intended for self-paced use. Thesemodules can provide an opportunity to apply pedagogical concepts to individualizedstudent learning. In particular, these modules can be specifically designed to appeal tostudents with specific learning styles. This tailoring is an advantage to instructors thathave preferred teaching styles and that have difficulty modifying their methods to facilitatethe

Conference Session

Issues for ET Administrators

Collection

2003 Annual Conference

Authors

Kenneth Rennels

accreditation purposes registration as a Professional Engineer, Architect or Surveyor is acceptable in lieu of a master’s degree. Criteria for employment, promotion, and financial recognition of faculty members should reflect emphasis on competence as a teacher, relevant industrial experience, and the master’s degree the appropriate terminal degree.4 Basic credentials consist of three years of relevant industrial experience and one of the following: a master's degree in engineering or engineering 2003-2004 technology, which is considered as the appropriate terminal degree; a master's degree in a closely related field if

Collection

2001 Annual Conference

Authors

Larry McKenzie; Kenneth Gentili; Jr., Richard Crain; Jeffrey McCauley; Forrest Parkay; Denny Davis; Michael Trevisan

developed byuniversities and colleges can also be effectively substituted for the third step.The first two steps take about five hours of class time and provide students with arudimentary concept of the design process. They begin to develop fundamental tools onhow to apply each component of the engineering design process, improve theircommunication skills, and develop a more focused and supportive team.As noted before, this process is repeated later in the quarter by forming a second team todevelop their knowledge and skills to a higher level of thinking and interacting. Theybecome much more adept at reflecting on the developmental process as they compare andcontrast their team experiences. It improves their ability to develop effective teams in

Collection

2001 Annual Conference

Authors

Roman Morawski; Andrzej Krasniewski

rather inclined to browse in the Internet or in the books –preferably, in the books providing detailed explanations without room for personal deductionand reflection. On the other hand, the lack of elementary practical skills, concerning the use ofsimple tools and instruments, is deterring students from courses supported by laboratoryexercises – other than software games – and prevents them from learning by hands-onexperience. The avoidance attitude towards experimental work is reinforced by the signalscoming from the job markets for our graduates: the most desirable profile of professionalqualifications seems to be that of a software engineer able to arrange and maintain a computernetwork in a bank or in a telecommunication company. Taking into

Collection

2001 Annual Conference

Authors

Rebecca Sidler Kellogg; J. Adin Mann; Ann Dieterich

% 29% 32% 2.9 1.12 equitable Rubrics should be used more often in 32% 44% 24% 2.9 1.09 evaluating course materials Rubrics should be used throughout the entire 38% 53% 9% 2.6 0.85 curriculum (from freshman to senior year) Rubrics are useful assessment tools in 18% 38% 39% 3.2 0.92 engineering design courses Changes to the rubric during the semester should be made to reflect the growth in my 15% 24% 62% 3.6 1.04 ability Any changes to the rubric during the semester should

Collection

2001 Annual Conference

Authors

Michael Carter; Sarah Rajala

be: • consistent with the mission of the institution. They should reflect pertinent parts of the mission statements and long-range plans of the university, college of engineering, and department. • consistent with the needs of key constituencies. They should address the concerns of the major stakeholders in the program, such as students, employers, industry advisory boards, etc. • comprehensive. They should be broad and overarching, providing a vision for the whole program. • consistent with the other EC2000 criteria. They should be compatible with the language of Criterion 1 and Criteria 3-8. • clearly defined. They should be delineated with enough detail to make

Collection

2001 Annual Conference

Authors

Rita Caso; Jeanne Rierson; James Graham

with a nurturing academic community and access toacademic enrichment. A strategy adopted in the TAMU College of Engineering, in 1998, was toincorporate and institutionalize within the freshman engineering academic program many of thepractices which had been initially seeded and supported by the AMP programiii.Yearly Annual Reports and progress updates to NSF regularly report on the program’s principalsuccess indicator, the number of minority SMET BS students graduated by the TX AMP acrossall campuses. Our motives for undertaking this study were to probe and evaluate the effect of theAMP program and AMP program tactics upon some of the other important student performanceoutcomes which reflect upon students’ educational experience. We believe

Collection

2001 Annual Conference

Authors

William S. Carlsen; Christine M. Cunningham; Carol B. Muller; Peg Boyle Single

Conference & Exposition Copyright  2001, American Society for Engineering Education”participants to reflect on their experiences and bring the program to a close. Third, thediscussion suggestions are a means to educate mentors and the students about issues pertinent towomen in engineering and science. Fourth, the suggestions serve as a reminder to keep incontact with their e-mentoring partner. In addition to the regularly delivered discussionsuggestions, the participants are sent monthly newsletters updating them on the activities of theMentorNet program.The last element of the MentorNet program is the group of electronic discussion lists. Theelectronic discussion lists foster community among women (and men) in

Collection

2001 Annual Conference

Authors

Jerald Vogel; Rebecca Sidler Kellogg

Taxonomy.Hands-on activities often provide good learning experiences. Small design projects that requirestudents to develop a design solution in a given time using a limited number of commonmaterials and tools offers many opportunities to promote higher order learning and divergentthinking. Such projects can be implemented into a class period. Students my be encouraged towork in design teams to promote the exchange of ideas and experiences, interaction, andcommunication. These projects have been used successfully with students as young aselementary school15. Successful implementation requires the educator to be alert to opportunitiesfor follow-up questions and discussions that provoke thought and reflection. These are oftensituation-specific. Probing

Collection

2000 Annual Conference

Authors

Kenneth D. West; Craig W. Smith

previously taken aphysics course4. Notice that in the 1996-1997 academic year there is only a little improvement.This was the year before we reformed the course when lectures mostly consisted of derivationsand example problems. The greater improvement of the calculus-based Physics 241 studentsundoubtedly reflects their better academic preparation. The shaded post test scores are after wereformed the courses. With the exception of the 97-98 year in Technical Physics, there is asignificant improvement in the students’ scores, which presumably reflects their improvedconceptual learning. The 97-98 Technical Physics class showed disappointing improvementbut it was an unusually undisciplined group that took physics from 3:30 to 5:30 PM after theyhad been

Collection

2000 Annual Conference

Authors

Sharon A. Jones; Indira Nair

. However, including the students in thisprovides a rewarding environment and models the participatory decision making process.Concept Maps and Other Useful Representations: Inherent to representing and reflecting ona systems view of the subject in question are ways of drawing relationships among concepts.Diagrams for representing knowledge frameworks, or logical sequences have been used invarious disciplines under names such as concept maps, flowcharts, mind maps, and mentalmodels. Such diagrams are a central part of learning that encourages students to construct theirworldviews or “mental models” and reflect upon relationships and systems. The model ofteaching students to construct their knowledge is generally called a constructivist model

Collection

2000 Annual Conference

Authors

Rosa Buxeda; Ramon Vazquez Espinosa; Jorge I. Velez; Lueny M. Morell

scientific UPPER LEVEL u 30% d methodology, e 20% n t RS/GIS literature 10% s search, how to 0% sensory intuitive visual verbal active prepare and present a reflective sequential global PERCEPTION INPUT MODALITY poster. Activities

Collection

2000 Annual Conference

Authors

Robert S. Thompson

-robin” designs where eachmember of a group rates each other member of the group. Self-evaluations are excluded in theround-robin design. Montgomery 25 partitioned the source of variance in a group peerevaluation study using an early version of Kenny’s round-robin statistical program. In theMontgomery study, when the sources of variation are categorized into potential assessment error(rater) versus those that reflect the actual behavioral variation, only 9% of the source of errorwere assigned to potential assessment error. As reported, these are measures of consensus(agreement) and are not a measure of validity. Validity in the Montgomery study was high. Thisis based on the correlation of the average of the peer ratings with the average of