Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Murat Tanyel

appealed to me. I preferred theseincentives to reflect my personality. Diecast cars, on the other hand, have always fascinated mefrom the first time that I saw a Matchbox® Volkswagen 1500 Saloon in a shop window atKadıköy, Istanbul, Turkey when I was in elementary school.To achieve objectives 3 (engineering design process) and 8 (teamwork) listed below, a designproject is part of the course requirement. In the previous offerings of this course, the studentswere allowed to form their own teams to but the project topic was assigned. This iteration of thecourse gave each team the freedom to choose its own design project.A few weeks into the semester, I realized I was looking forward to meeting ‘my’ freshmen,especially in the lab. Midway through the

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Howard Evans; Shekar Viswanathan

specialization in addition to two elective courses, challengesthem to reflect on their own qualities and competencies in relation to the educationalexperience, and enables them to move toward greater personal and professional developmentin their chosen area in the competitive global marketplace. This curriculum can also increasethe students' capacities as reflective practitioners. Students, who are highly aware of theirroles in their professions, would be able to assess and improve their effectiveness through thisapproach. The pedagogical approach followed in this program engages students as activeparticipants in their own learning, in interaction with others, in response to real worldproblems, and in ways that parallel the process of fieldwork

Conference Session

Design of Lab Experiments

Collection

2005 Annual Conference

Authors

Yasuhisa Komura; Tien-I Liu; Stefan Setiadharma; Akihiko Kumagai

of multiple robot arms, pipetting stations, incubators, plate washers, and detectors. Many laboratory managers start their move away from manual methods by purchasing semi-automated work stations that can pipette and deliver small volumes of reagent or wash the samples in micro-well plates or other vessels for virtually 24 hours a day, seven days a week. By freeing lab technicians and scientists from such non value added tasks, these work stations allow them to focus on activities, such as designing experiments, that are more critical to the success of their programs.The project was recently conducted by the CIM lab and Reflect Scientific Co, Mountain View,CA. Two graduate students

Conference Session

Ethical Roles: Admins, Government, Industry

Collection

2005 Annual Conference

Authors

June Marshall; John Marshall

silence dedicated to the students, teachers and administrators, familiesand the community of Columbine. The seminar was divided into several blocks of time encompassing different approachesand outcomes. The first block of time focused on reflection and discussion of personalmorals and values. The discussions centered upon the basic values of trustworthiness,responsibility, caring, and respect. Faculty and students discussed how these aredeveloped individually and how they guide their life. Student teams then investigatedhow abiding these values are through moral dilemma exercises where the decision to dowhat is ‘right’ versus the pressure of the group played out.Another block of time was devoted to the delivery of overviews on pre-developed

Collection

2005 ASEE Midwest Section Conference

Authors

Stephanie G. Adams; Jeffrey W. Rieske

, interactive 2activities, high-performance computing hardware and software workshops and support, amongother things. Undergraduate research experiences also promote interaction among students andamong students and professors. Professor-student interaction increases the persistence ofstudents [4, 5] especially if students begin their research work early in their career. The global economy demands that engineers are able to successfully understand andnavigate within different cultures. Culture shapes the way we perceive the world. Differences inculture are more than just differences in language, food, clothing, and art. They reflect thediverse and

Collection

2005 ASEE Midwest Section Conference

Authors

Jason Weiss; Farshad Rajabipour; Thomas Schmit; Sebastian Fait

portion of the course contained a substantial amount of homework and lab problemsinvolving equations and calculations while the second portion of the course contained morediscussions and conceptual descriptions.Based on these observations, the first author began to investigate how students learn fromdifferent lecture methods. One of the first writings that caused the author to think more abouthow lectures could be modified to address the needs of all students was based on the work ofDavid Kolb in his learning styles approach [4]. It was observed that Kolb divided the learningprocess into a cycle where the student use an experience as the basis for reflection that is thendistilled into concepts that are used by the student for the next experience

Conference Session

ET Curriculum & Design Issues

Collection

2005 Annual Conference

Authors

Rafael Obregon; Kevin Hall

Accurately depict Accurately depictdepict color, accurately depict accurately depict accurately depict color, shading, color, shading,shading, or color, shading, color, shading, color, shading, and and reflectivity and reflectivityreflectivity and reflectivity and reflectivity reflectivity May requireExtensive time to Little generation Extensive time to Little generation

Conference Session

Assessing Where We Stand

Collection

2005 Annual Conference

Authors

Robert Pangborn; Renata Engel

informationgathering, synthesis and analysis in solving problems and critical thinking; engagement incollaborative learning and teamwork; application of intercultural and international competence;and dialogue pertaining to social behavior, community and scholarly conduct. It was this featureof the Penn State general education that opened the door for an assessment process that beginswith students’ reflection on their experiences related to core competencies or involving in- orout-of-class learning activities.II. Goals for General Education AssessmentThe Team for Assessing Student Learning was charged in February 2004 under the Teaching andLearning Consortium (TLC), an arm of the University’s Schreyer Institute for TeachingExcellence. The group’s formation

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

David Anthony; C. Richard Helps; Barry Lunt

three key issues which affect any institution pursuing IT accreditation through theCAC of ABET. All three reflect significant new endeavors within the ABET system. Firstly IT isa new discipline. Accreditation criteria have not yet been approved for IT within CAC-ABET.Secondly outcomes-oriented accreditation is relatively new for all ABET Commissions; it wasformally introduced for the EAC in 2000, followed by the TAC in 2004 and is currently beingpiloted in CAC. This means that not all EAC programs have been accredited in this format, onlya few in TAC and only pilot programs in CAC. Thirdly CSAB only recently integrated withABET to form the CAC and many of those involved in CAC and CSAB have a quite differentbackground, standards and

Conference Session

Design Experiences in Energy Education

Collection

2005 Annual Conference

Authors

Patrick Tebbe

several in-classexercises. These activities were to be structured to provide more time for active learning duringclass time while promoting student interest in the field.A general definition for active learning is that it is “any instructional method that engagesstudents in the learning process.” 1. Numerous engineering educators have promoted theinclusion of active techniques to improve student retention and understanding 2,3. However, careshould be taken in the use of the term “active” which is used in the literature to imply either thatthe student is actively doing something, as opposed to passively sitting, or that the student learnsbest by doing rather than reflecting 4. While the first definition seems more applicable it will beshown that

Conference Session

Innovations in CE Education Poster Session

Collection

2005 Annual Conference

Authors

Scott Hamilton

do not threaten engineersor their family members with death as Hammurabi did, we still do hold the profession to highstandards and expect the civil engineer’s work to be correct. Work that firms produce is checkedin-house and certified, “stamped,” by responsible licensed engineers, signifying that it has beenreviewed and is correct, i.e. safe and able to perform its intended objective, before it leaves thefirm. It follows that our engineering students need to be trained and initiated in this standard ifwe expect them to adhere to it as practicing members of the profession after they graduate.“University courses are the preparatory stage to a profession and should therefore encouragelearning that reflects the way in which professionals

Conference Session

Faculty Reward System Reform

Collection

2005 Annual Conference

Authors

J.W. Bardo; Gary Bertoline; Eugene DeLoatch; Duane Dunlap; Albert McHenry; T.G. Stanford; S.J. Tricamo; P.Y. Lee; H.J. Palmer; Michael Dyrenfurth; Dennis Depew; Donald Keating

college for the advancement of science after the manner of the “Solomon’s House” which Bacon had outlined in the New Atlantis, and the funds necessary for the institution of this college, seemed likely to be provided by Parliament.” 3But, as Boyd reflects: “the rapid approach of civil war put an end to these fine plans and it was not till theRestoration that they received a very different fulfillment in the creation of the Royal Society (1662).”And, it was not until much later in the 19th century, as Boyd notes, that the founding of the Humboldt-University in Berlin (1810) gave rise to the early origins of university discovery-oriented scientificresearch and education. Boyd noted that: “Berlin university was not intended to be a mere

Conference Session

New Trends in Graduate Education

Collection

2005 Annual Conference

Authors

Denny Davis

perceptions, dispel misconceptions, and generatemotivation to pursue a field of study9. Faculty can use profiles to clarify practices in theirdisciplines, design appropriate educational materials and instruction, and link other disciplines totheir own10. Employers can use these profiles to communicate their expectations to educators andto guide professional development for employees11. Program evaluators can use professionalprofiles to link learning outcomes to long-term behaviors12.Method for Profile DevelopmentA valuable profile must accurately reflect the profession it purports to represent. Development ofan engineering profile raises questions such as: 1. How broadly can the engineering profession be represented by a single profile? 2. What

Conference Session

Integrating H&SS in Engineering III

Collection

2005 Annual Conference

Authors

Elisabeth Armstrong; Donna Riley

throughout the semester to plan their contribution tothe installation, which included fabricating art objects (including a representative circuit andcapacitor) and producing a GIS map of materials flows in capacitor production. Each class hadits own set of conventional deliverables including term papers, ethnographic research projects,ethics essays, and formal project reports.The collaboration process is discussed, including how such projects are generated, how twodistinct cultures of students can be brought to work productively together, and how to work wellwith off-site collaborators, which include a Sprague engineer as well as the art collective. Finally,reflections are offered about the impact of this collaborative project on students, the

Conference Session

BME Introductory Courses

Collection

2005 Annual Conference

Authors

Mia Markey; Kathy Schmidt, The University of Texas at Austin

) Page 10.435.4 • Active learners (learn by doing and with others) or reflective learners (learn by thinking things through and alone) Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005 American Society for Engineering Education • Sequential learners (linear, learn in small steps) or global learners (systems thinkers, learn in large leaps) BME students responded to self-report online ILS to obtain their learning styles scores in thefour categories. Scores on the ILS scale are forced-choice in that respondents must choosebetween one of two options, for each item, that best describes their preferences. For

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Nathan Dees; Megan Perkey; Karen Davis; Nicholas Harth

Automotive Systems for 1 quarter. Their programexperience includes both courses at UC and practical engineering experience in industry.In the senior design course, students write a short essay that addresses how their co-opexperiences and previous course work have prepared them to undertake their seniordesign project. It gives students the opportunity to reflect on the course work and co-opknowledge and skills that have brought them to the point where they are now ready toinitiate and complete a significant design project. This addresses the ABET Criterion 4mandate that the capstone experience should be the culmination of previously acquiredknowledge and skills. Nearly all students mention that their course work and laboratoriesare valuable and

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Mark Sebern

organizations are striving to improve existing processes and to develop new ones. Oneexample of demonstrated benefits from these efforts is the success of the Personal SoftwareProcess (PSP) and the Team Software Process (TSP) developed by the Software EngineeringInstitute (SEI) at Carnegie Mellon University. This paper discusses the structure of the TSP andPSP processes, industry experiences with their application, and their relationship to other processimprovement frameworks, including the current version of the SEI’s Capability Maturity Model(now known as CMMI). With this background, it reflects on the introduction of the PSP and TSPinto software engineering curricula, and reports experiences at the Milwaukee School ofEngineering, one of the first

Conference Session

Laboratories

Collection

2005 Annual Conference

Authors

Kevin Schmaltz; Christopher Byrne; Joel Lenoir; Robert Choate

their model by running the physical system to find both its step and harmonicresponses. A finite element analysis (FEA) was performed, and the resulting dynamic modelwas verified with the actual physical system.There were three different materials projects. The first project was to provide information thatcan aid the manufacturer of hydraulic motors in improving fatigue resistance and surfacedurability of the materials used. The student team determined and implemented a method foranalyzing properties and developed a plan to evaluate fatigue failure initiating at the root of thegear teeth.The second materials project analyzed ultrasonic wave propagation and reflection at boundariesin solid materials. The goal was to compare theoretical and

Conference Session

Innovations in ChE Labs

Collection

2005 Annual Conference

Authors

Milo Koretsky

, they measured the thickness of SiO2 films on 6”silicon wafers using ellipsometry. This process was selected since measurements can be made rapidly and it gives them experience with an important measurement system used in the microelectronics industry. In principle, any measurement system available in the undergraduate lab that allows students to get the necessary data within the time allotted for the lab can be used. Groups of three or four students were used so that they could measure the operator variation (reproducibility) in addition to the repeatability. Ellipsometry measures the change in polarization of light reflected off of a surface. This process together with the experimental system used in the lab is shown in Figure 3. In

Conference Session

Innovative Topics in ChE Curriculum

Collection

2005 Annual Conference

Authors

Milo Koretsky

, David Kolb models thelearning process in terms of an experiential learning cycle.3 As schematically shown in Figure 1,there are four stages of learning that follow one another: concrete experience, reflectiveobservation, abstract conceptualization, and active experimentation. Two of these stages,concrete experience and abstract conceptualization, operate in the realm of knowing (how weperceive) while the other two, reflective observation and active experimentation, involvetransformation of knowledge. It is by perceiving and then transforming knowledge that we learn.The most effective instruction ensures that learning activities give full attention, in order, to eachquadrant of this cycle. While it can be argued this model is a simplification of

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Jeannie Brown Leonard; Taryn Bayles; Anne Spence

friend. Seventy-sixpercent agreed or agreed strongly with this statement.The seminar is reaching students from a wide range of families as reflected in parentaloccupations. Of particular interest to the seminar designers was whether students coming fromfamilies with a parent or parents who work in an engineering or technical field held differentexpectations or claimed different knowledge compared to students whose parents work in non-technical fields. Of the respondents to the pretest, 13 (27%) indicated that their mothers were ina technical field and 19 (35%) of the fathers. Seven students are in both counts because bothmother and father are in technical careers. There was no difference between groups of studentsbased on parental occupation on

Conference Session

Wider Contexts of Ethics for Engineers

Collection

2005 Annual Conference

Authors

Sunil Sinha

engineers to design systems for execution of the construction process. Societydemands high standards of construction professional competence and performance. Constructionengineers must be aware of social responsibilities and prepare themselves to reflect critically onthe moral dilemmas they may confront. In this paper the authors suggest a strategy in which anethical framework is fundamental to the development of competent construction professionals.By presenting this topic in a holistic and robust way, ethics enhances technical expertise and Page 10.788.1provides a deeper educational experience for construction engineering students

Conference Session

Academic Standards & Issues/Concerns & Retention

Collection

2005 Annual Conference

Authors

Tobia Steyn

Reflective learner Active learner Sequential learner Global learner Sequential Organise Explore Planned Kinaesthetic Verification Feeling based Individualised Cooperative Structured Intuitive feeling Linear Global Procedural

Conference Session

Interdisciplinary Education

Collection

2005 Annual Conference

Authors

John Blake

author’s experiences in teaching with this material.IntroductionIntroductory courses in engineering technology and engineering often include basic engineeringcomputation work along with other topics. This is reflected in textbooks designed for thesecourses.1,2,3,4 This is traditional engineering calculation work, and requires only paper, a pencilor pen, and simple calculator. The material does not require students to use computers or eventhe advanced features of a graphing calculator. The computation work must be at a mathematicallevel appropriate for new students. It should reflect practical problems and should give studentsa sense of the application of mathematical tools in technological problem solving. Since thesecourses are designed to serve

Conference Session

TC2K Issues and Experiences

Collection

2005 Annual Conference

Authors

David Cottrell

alignment of courses that address to some extent the first SDCET Program Outcome.The respective scores reflect input from both students and professors using a variety ofassessment techniques including the “inside the classroom” approach addressed later inthis paper. SDCET PROGRAM OUTCOMES 3.5 3.75 4.0 4.25 4.5 1. Apply current knowledge, techniques, skills, Basic Knowledge, Comprehension, and Application* and modern professional engineering tools . . . 2. Identify, formulate, analyze, and apply basic technical

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

C. Richard Helps; Stephen Renshaw

Copyright © 2005, American Society for Engineering Education”particularly true for computer-oriented technologies that are strongly influenced by Moore’sLaw, but the effects are also present in other technology disciplines. This constant updating canbe an onerous burden and distract faculty from other responsibilities and opportunities in theirscholarly work and teaching. The emphasis placed on applications of principles in technologydisciplines means that not only does course material need to be revised frequently but laboratoryassignments and project work needs to be revised. In senior and graduate classes in technologydisciplines, where the technology being taught often reflects state-of-the-art practices in industry,this could require

Conference Session

Engaging Upper Level Classes

Collection

2005 Annual Conference

Authors

Sue McNeil; Adjo Amekudzi; Kristen Sanford Bernhardt

level of agreement with two positive statements reflecting (1)their understanding of the topic and (2) their interest in the subject. All surveys used a Likertscale of five choices ranging from “Strongly agree” to “Strongly disagree,” with the middlerating “Neither agree or disagree.” In addition to the Likert scale responses, student commentswere invited on each activity. Figure 1 shows an example of a portion of a survey.Table 2 summarizes the results of the surveys in terms of the percentage of students that either“Strongly agreed” or “Agreed” with the statements. The abbreviations used for each of theactivities are also included in Table 1 along with the activity descriptions. Figures 2 and 3present the responses for each of the activities

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Mara Wasburn

promoted moreslowly than their male counterparts, and they are far more likely to leave an institution beforegaining tenure. The situation is even more difficult for minority women (Holland, 1989). Page 10.1139.2Mentoring Mentoring is a process whereby a more experienced person (mentor) provides guidance,support, knowledge, and opportunities to a less experienced person (protégé) for the purpose ofcareer advancement (2,3). When asked to reflect on their career successes, many if not mostpeople point to mentors who helped and/or influenced them. From the point of view oforganizations, mentoring can provide a mechanism for assuring the continuity

Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Briar Schumacher; Jon Leydens; Donald Elger

Page 10.617.5 participate. Feedback can be internal through the process of self-reflection or feedback can be external when it comes from the challenge itself or from other people. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, Copyright © 2005, American Society for Engineering Education3. Investigation involves learners seeking information on what they want to learn. In this stage, learners explored what other people do, think, or know about a subject. Investigation was commonly done in three ways: asking questions, reading books specific to the interest, and watching and talking with others who participate in the hobby, sport, or discipline.4

Conference Session

Graduate Student Experiences

Collection

2005 Annual Conference

Authors

Malinda Zarske, University of Colorado at Boulder; Daria Kotys-Schwartz, University of Colorado at Boulder

critically An elementary student tests herapply what they had learned to the context of their own drinking water filter design.lives. Malinda also gained an appreciation for effectivelesson motivation and closure. For example, without closure for reflection, students often did notremember the original objectives of the lesson and were often confused during the next week’slesson.The experience teaching engineering to elementary students was one that Malinda had notexperienced before. Besides learning how to communicate engineering concepts to a specificaudience, her acquired skills included adaptive strategies for diverse learners, collaborativeteamwork with educators and an appreciation for educational pedagogy.Subsequent Impacts