Conference Session

Multidisciplinary Engineering Courses II

Collection

2005 Annual Conference

Authors

Katie Sullivan

adifferent type of engineer. Engineering education musts be broadened to include thefollowing: team skills, communication skills, leadership, a systems perspective, anunderstanding and appreciation for diversity, a multi-disciplinary perspective”.6Engineering students in this course will not only have the opportunity to work on teamsand participate in a multi-disciplinary project with their peers, they will also receive in-depth training on communication skills; specifically, skills for communicating in a team. The engineering field has frequently recognized the need for interdisciplinary work.Katzenback and Smith note that interdisciplinary work, conducted when participants have

Conference Session

K-12 Programs for Women

Collection

2005 Annual Conference

Authors

Betsy Willis

workshop first establishes amotivation for encouraging students to pursue engineering (Day 1 at Texas Instruments) andconcludes with strategies to implement in participants’ schools (Day 2 at SMU). Participantsreceive 13 CEUs.Pre-workshop “homework” is assigned to raise the educators’ awareness of the issues. Thehomework consists of two exercises: • Interview an Engineer – Participants interview an engineer to learn the engineer’s academic background, why he/she chose engineering, career path, and career goals. Participants may ask additional information if desired. Participants are asked to bring a summary of the interview in a pre-set format. • Day without Engineers – Participants write a 1-page conceptualization of a day

Conference Session

Transitioning to an Academic Career

Collection

2005 Annual Conference

Authors

Philip Dunn

project for the end of thesemester and began the lab course showing Primavera P3. I soon found that Primavera P3 wastoo complicated to show undergraduates during one short semester. I concentrated on the basicfeatures and lead classroom exercises each week for the first 5 weeks. The students were then ontheir own to complete the assigned project within the remaining semester. The project consistedof scheduling a building construction project that had been introduced to the class in earliercoursework within the Construction Management program. The third lab course supplemented aprevious semester’s writing intensive course in construction documentation. A set of projectdocuments had been scanned, but no information as to how these documents would

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

John Rowe

Measure What You Value: Developing Detailed Assessment Criteria for Engineering Capstone Projects John W. K. Rowe Sheffield Hallam University, UK.AbstractAn important area of development in the UK and other systems of higher education over the lastdecade has been the wide spread use of specific statements describing the intended learningoutcomes students achieve, in contrast to using syllabus content to define courses and programs.In measuring how well students have satisfied an intended learning outcome one approach is touse developed assessment criteria that specify qualitatively, by level of achievement, studentperformance. Writing

Conference Session

Documenting Success

Collection

2005 Annual Conference

Authors

Patricia White; Steven Mickelson; Thomas Brumm

, Initiative,and Teamwork. Next, students are asked to write a STAR for three of the seven corecompetencies, making sure that they describe their STAR completely enough to demonstrate thecompetency.During the second period students are asked to analyze a company job description in order todetermine the workplace competencies necessary for resume development/modification,interview STAR preparation, and ultimately career success. After analyzing the job descriptionsfor key phrases that relate to the competencies, the student chooses one of the more frequentlymentioned competencies to develop a STAR for interviewing preparation.During the second semester for each program, a one credit “experiencing” course is taught toexpose our students in a hands-on

Conference Session

A Renaissance in NRE Programs

Collection

2005 Annual Conference

Authors

Sukesh Aghara; Irvin Osborn-Lee

U.S. TAMUhas the ability to offer courses to bothTAMUK and PVAMU through the Trans-Texas Videoconference Network (TTVN)system. This is expected to benefit the PVAMU program as the requirement to developcourses is reduced and students can enroll in all the courses offered by the nuclearengineering department at TAMU through TTVN. Being a new program, the challengelays in recruitment of students into the nuclear engineering classes. There are a couple ofpossible causes for this. First, lack of African Americans in nuclear related professionsnationally contributes to absence of role models and community of peers. Secondly,there has been a lack of physical presence of a faculty member with a nuclear engineeringbackground at PVAMU campus. The

Conference Session

Assessing Where We Stand

Collection

2005 Annual Conference

Authors

Robert Pangborn; Renata Engel

State was theemphasis on more active engagement of students in their own learning. The general educationcurriculum has always been and still is defined by skills and content areas or “knowledgedomains,” constituting a substantial 45 credits of the university-wide degree requirements.These include writing and speaking, quantification, health and physical activity, natural sciences,arts, humanities, social and behavioral sciences, and international and U.S. cultures. The new,Faculty Senate-approved requirement, however, stipulated that active learning elements shouldbe incorporated into the delivery of all courses carrying general education credit, namely activeuse of writing, speaking and other forms of self expression; opportunity for

Conference Session

International Developments & Collaborations

Collection

2005 Annual Conference

Authors

Martin Whalley; Harriet Svec; Harvey Svec; Teresa Hall

, facultyfrom two institutions collaborated to provide an international field experience usingManchester England as base camp for undergraduate engineering students from SouthDakota State University (SDSU) in the spring of 2004. This experiential learningopportunity provided SDSU College of Engineering students insight into the technical,cultural, and economic effects of the Industrial Revolution on 18th and 19th century England.In addition to experiencing historical technologies first hand, they also were exposed tomodern mass-transportation systems, met peers at Manchester Metropolitan University, andbroadened their global perspectives through interactions with the culturally diversepopulation of urban Manchester: encounters that served to enrich

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Mary Hebrank; Glenda Kelly; Paul Klenk; Gary Ybarra

surveysindicated that this experience will motivate them in the future to be an advocate for schools intheir community, all stated that at the end of their Fellowship they had a better understanding ofissues regarding K-12 education, and all said they would recommend participation in thisprogram to upcoming engineering students.Despite these similar positive impacts across all three Duke Engineering Teaching Fellowsprograms and the strong partnerships formed in all three programs, the same five issues wereidentified in all three programs as needing improvement: • Fellows expressed a need for more in-depth training in concrete teaching skills, classroom management and developing and writing their own lesson plans; • A format to provide

Conference Session

K-12 Programs for Women

Collection

2005 Annual Conference

Authors

Elizabeth DeBartolo; Margaret Bailey

actually higherthan the retention rates associated with their majority male peers, although both groups fallbelow RIT’s long-term student retention goals. Our demonstrated ability to keep women hereonce they decide to come indicates that RIT is an excellent place to work at bringing morewomen into engineering. Page 10.28.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education Session 3592Women faculty from across

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Robert Knecht; Jennifer Gale

Session 1615 BUILDING AN ENGINEERING TEAM: PEER ASSESSMENT PROVES A USEFUL INSTRUMENT TO GAUGE PROGRESS Robert Knecht & Jennifer Gale Colorado School of Mines Abstract – Successful team operations rely on several functions that team members assumethroughout the life of a project. The National Training Laboratory in Group Developmentdeveloped a method describing team success based on task and team functions. At the 2004ASEE Conference, we presented findings indicating that undergraduate teams spent the entiresemester developing both a

Conference Session

Transitioning to an Academic Career

Collection

2005 Annual Conference

Authors

Michael Gregg; Tamara Knott; Jenny Lo

tenure track faculty are not expectedto write proposals, attend meetings not related to the classes they teach, do or present researchefforts, nor participate in service/outreach activities. On the other hand, if a non tenure memberwants to apply for internal grants, he/she is likely to discover that many of them are reserved fortenure track faculty only. Also, at Virginia Tech, many university and college committeesrestrict membership to tenure track faculty. Being a woman at Virginia Tech, I also know thatmaternity leave policies are different for non tenure and tenure track faculty at this university.The family leave policies were much more generous, in terms of paid leave, for tenure track

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

David Niebuhr

well as, changes in expectations and deliverables dramatically increased the qualityof work. It was found that by fostering peer review of progress during the quarter andintroducing numerous case studies that student performance increased while anxiety decreased.A design component is introduced through the student’s development of the analysis process andby requiring specific actions to prevent future failures.I. IntroductionDesign as an engineering experience has become a prominent topic in recent years. At the 2004ASEE annual conference more than 100 presentations were given that discussed some aspect ofdesign for a complete engineering education. The importance of design in engineeringcurriculum is well documented and supported by

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Elizabeth DeBartolo; Margaret Bailey

with their Caucasian male peers atRIT. In response to the relatively low number of women enrolled in the Kate Gleason College ofEngineering, and the desire to improve their retention, an Internal Advisory Board formed inearly 2004 as part of RIT’s Women Engineering (WE@RIT) Center. Active members of thisboard consist of engineering faculty, administrators, and students from three different collegeswithin RIT. In its first year of existence, the WE@RIT Internal Advisory Board created andapproved a mission, supporting objectives, and an in-depth strategic plan. The group hasdeveloped a comprehensive plan aimed at improving retention of current women engineeringstudents. In this paper, the authors provide an overview of the WE@RIT program, with a

Conference Session

Ethical Roles: Admins, Government, Industry

Collection

2005 Annual Conference

Authors

June Marshall; John Marshall

ethics “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Educationeducation in an ongoing and proactive manner: “The active learning exercise should bechosen so that, over the course of their undergraduate career, students engage indeveloping a full range of ethical skills.Sample topics that should be considered for an engineering ethics curriculum includesappropriate behavior (Whitbeck, 2004) related to: recruitment; employment; termination;guidelines for raising ethical concerns; commission payment under a marketingagreement; gifts to foreign officials; and writing a letter of recommendation. Discussionson these types of

Conference Session

New Trends in Graduate Education

Collection

2005 Annual Conference

Authors

Robert Stiegler; Ernest McDuffie; Robert Kavetsky; Eugene Brown

finalized by a joint working group of NSF and ONR program officers and distributed in the late spring of 2004. Eleven proposals were received. These proposals were then peer viewed by another group of NSF and ONR program officers, scientists, and engineers

Conference Session

Student Learning and Research

Collection

2005 Annual Conference

Authors

Anthony Trippe

Loving Your Students – A Faculty Model for Today’s Classroom Anthony P. Trippe Rochester Institute of TechnologyAbstractThis paper reviews research related to four recent business management models of charismaticand inspirational leadership. It goes on to select the key traits and behaviors of these leadershipmodels for the workplace environment and use them as the foundation of a model for a lovingfaculty member. Like the business leader, the devoted, caring professor leads his engineeringstudents in their quest for knowledge, growth and learning. Based upon peer-reviewedleadership research which reports the value and benefits of a caring, mentoring and loving

Conference Session

Innovative ET Leadership

Collection

2005 Annual Conference

Authors

Scott Danielson; John Hansen; Thomas Hall

situations, youshould be able to begin adapting your preferred style to react to new tasks. Learning to read yourfaculty’s readiness for certain tasks will help you be prepared for any situation.Motivating Knowledge WorkersWhat motivates faculty members to revise their courses, improve their teaching skills, publishmore articles, write more grants, commit to departmental goals, and be more involved indepartmental administration? Although it may be tempting to rely on the adage that “what getsrewarded, gets done,” our premise is that leading faculty members is more complicated than“dangling a carrot.” Kouzes and Posner7 point out that "When it comes to excellence [inacademia], it's definitely not 'what gets rewarded gets done'; it's 'what is

Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Stacie Edington; Melissa Eljamal; Stella Pang

embarking on an overseas sojourn for the first time. The facultymember oversees the group for the 3-4 week summer stay.The GIEU experience is offered as a two-credit course that overlaps the University’s winter andfall terms. Students enroll in UC 275 for one credit during the winter term, when they take part inthe individual team meetings with their lead faculty member and participate in the requiredorientation cross-cultural training sessions and a pre-departure convocation. The two-day cross-cultural training period brings the participants from all GIEU projects together to take part inself-reflection about their current cultural perspectives and how to be cognizant of other culturalviewpoints. Students participate in and write journal entries

Conference Session

Design Education

Collection

2005 Annual Conference

Authors

Hong Zhang; John Chen; Bernard Pietrucha

inindustry. For our students, they need to fully understand the problems, search the Internet andlibrary to find the most recent development in the areas, and then write peer reviewed (bytheir classmates) technical papers to summarize their findings and propose their own ideas ofimprovement. Each team is also required to give a 15 minute oral presentation with visual aidto the entire class, explain the topic and their findings and answer any question within theirability. Through this procedure of extending from exploration to explanation, each studentgroup grows a deep understanding of the specific topic they were asked to study, while theentire class could learn the knowledge on the full spectrum of the topics, from high speedunderwater propulsion

Conference Session

Project Management and Team Issues

Collection

2005 Annual Conference

Authors

Zbigniew Pasek

write. • 90% of what they say as they do a thing (teaching others)).Throughout the class a number of in-class exercises are embedded in order to illustrate importantconcepts. One of these exercise used at the beginning of the first class is the “Signature Factory,”in which students task is to collect maximum number of signatures from their peers in a limitedamount of time (60 seconds). Initially the effort is individual (and chaotic), but on a second trystudents are asked to organize their effort to increase productivity. Another useful activity usedto illustrate the group decision processes is “NASA decision/survival exercise.” A number ofgood ideas for these in class activities are collected in a book by Baker and Paulson8, but

Conference Session

Computers in Education Poster Session

Collection

2005 Annual Conference

Authors

Donald Schwartz

and corresponds with other group members’estimates. Item 2 carries a lot of weight – on each student’s form, I write down all of the ratings Page 10.913.6each received from their teammates. I also write down the rating the student gave herself, but I “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”circle it, noting whether it agreed with the ratings given by the other students in the group.Students whose average rating is above 50 earn points, while those below lose points. If astudent is identified

Conference Session

Design and the Community

Collection

2005 Annual Conference

Authors

Carol Haden; John Tester; Jerry Hatfield

11 – 15Figure 2. Course Progression. Note: Typically, 12 or more teams are in one class.The course would culminate in a complex robotic project, requiring the efforts of roughly 12 to 15students in a single “megateam.” This “large project” (also known as the “final design project”)would only be addressed in the last five to six weeks of the semester. At least one oral presentationwas required of each student during the final project phase as part of one of three weekly megateampresentations. This presentation was accomplished in the context of a three-stage design process:Conceptual, detailed, and final design phases. With larger numbers of students working together, ananonymous peer review evaluation process was in effect within each

Conference Session

Integrating Mathematics and Engineering

Collection

2005 Annual Conference

Authors

Ranjith Munasinghe

the material in the sequel to theclass? Undergraduate projects are for the capable students interested in penetrating thisunfortunate boundary.3. Many upper classmen, specially the students we would select for research projects, entertainthe idea of going to graduate school. Introduction to research by an undergraduate project canhelp them make this important career decision.4. Obviously, research projects promote team work and writing project reports and presentationsimprove communication skills.5. We must not forget the most fundamental goal of any research project. We conduct research tofind new ideas and invent new things. In fact, undergraduate researchers have a uniqueadvantage that sometimes could help them invent revolutionary

Conference Session

Integrating Mathematics and Engineering

Collection

2005 Annual Conference

Authors

Jerome McCoy; Leslie Keiser; Michael Kessler; William Potter; Peter LoPresti; Donna Farrior; Shirley Pomeranz

, grading policy and related information, technicalreport format and writing guide, sample report, information on working effectively in small Page 10.571.2groups, and small group peer evaluation forms. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering EducationDouglas Grouws, Mathematics Education, University of Missouri, is the external independentevaluator in charge of the assessments. He is assisted by Leslie Keiser, a graduate student at TU.At this stage, we have mainly anecdotal observations and students’ comments

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Karan Watson; John Weese

evaluations of each oral presentation was a great motivation. In the fallsemester of 2004, the evaluation of the written reports was modified to includeanonymous written feedback of each written report from two peer classmates. Not onlydid the assessment indicate that the students perceived the course was more effectivein improving writing skills, the TA’s noted that there was a noticeable improvement inthe overall quality in the second submitted written reports over the ones submitted thefirst time. Co-author Weese will e-mail copies of the evaluation instruments for thewritten reports and oral presentations as well as the assessment instrument to anyoneinterested.Retention and Graduation Data for Texas A&M University and the Dwight Look

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Troy McBride

the College lake in minimal time; the Spring 2004 project was similar – the design andconstruction of a solar-powered endurance vehicle (i.e., solar go-kart). I believe that thesefuture engineers benefit from experiencing all facets of a project at an early stage – design, 3-Dmodeling, competitive presentation, project management, ordering, construction, testing,completion, and final write-up. These projects were both very successful with the teams comingtogether to complete the projects, as well as frustrating to some peer professors relating toperceived declining performance of students in other courses. In this paper, I will relate myexperiences in assigning challenging, time-consuming projects to first year students.In both projects

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Heidi Sherick

) taught by Mechanical Engineering faculty and introductionto computer science taught by Computer Science faculty. Math prep courses reviewedconcepts that students struggle with in pre-calculus and calculus. The program included amini-course in writing as well as introductions to campus support programs such as thewriting center. Students also received an orientation on how to access their studentrecords and email accounts on-line. Additional work sessions included information aboutthe campus library, financial aid personnel, study skills including note-taking, time andstress management, test anxiety, and financial management. Campus support programpersonnel provided programming and information on how to access their servicesthroughout the year

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

Steven Reyer; Stephen Williams; Owe Petersen

incollege, the students usually work alone: in class, taking notes, doing homework, studying forand taking tests, writing papers, giving presentations, and managing their own time. Typically,in the laboratory the student will partner with another student. However, the dynamics of a teamof two does not at all compare to that of a larger group. Hence, while this overall approach istraditional and works well for the individual in an academic setting, it can be a shock when thestudent needs to work in a larger team in industry. Considerable time is spent in the first-quarterEE-407 course on team building, and this continues throughout the year.2. Understand the difference between a problem and a solution. This is one of the more poorlyunderstood

Conference Session

Women Faculty & the NSF ADVANCE Program

Collection

2005 Annual Conference

Authors

Rachelle Heller; H. David Snyder; Catherine Mavriplis; Charlene Sorensen

, the lunchtime discussion provides a structure forparticipants to share experiences and information in an informal way. By the end of thethird day many new networks and friendships are made. After the workshop an email listof participants is distributed.3.2 Key ElementsAs noted above, the workshop described the three “legs” of academia: Research,Teaching, and Service. Success in each of those areas is vital to obtaining tenure.However, as we looked at the entire path of our target group - from entry into a tenuretrack position to evaluation of performance in that position to becoming tenured - otherelements also needed to be covered. These included writing and interviewing skills forobtaining a position, negotiation when receiving an offer