Conference Session

Sustainability in Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

-class survey on sustainability.Students also responded to in-class questions during the two sustainability lectures in real timeusing a Course Response System (clickers). The new assignment specifically on sustainabilityrequired the students to read the Royal Academy of Engineering’s “Engineering for SustainableDevelopment” report and part of the “Global Climate Change Impacts in the United States”document. The second new assignment required the students to assess and compare differentbiofuel options based on journal articles that had conducted life cycle assessments (LCA). Thisassignment proved particularly challenging for the students. The reflective essays that studentswrote in the final assignment of the semester indicated that the new

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Bill Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

-choiceconceptual question to the class. Students answer individually at first and next are shown a ―poll‖of the class responses. They then form groups and discuss the problem with peers, and finallyanswer again individually. Peer instruction encourages students to reflect on the problem andthink through the arguments being developed and put them into their own words. Just asimportantly, it provides both student and instructor with feedback regarding studentunderstanding of the concept.This study uses the Web-based Interactive Science and Engineering (WISE) Learning Tool as aplatform to investigate the effectiveness of Peer Instruction on the explicit understanding ofundergraduate students in chemical engineering thermodynamics. WISE is designed to utilize

Collection

2010 ASEE Zone 1 Conference

Authors

GLENN E. VALLEE; RICHARD P. BENIOT

theelastic wave propagation resulting from a strain pulse directed along the incident bar toward thespecimen. The pulse is developed when the incident bar is impacted by a projectile (striker bar),the wavelength and amplitude of the pulse being directly proportional to the length, mass andvelocity of the projectile. The pulse is partially transmitted and reflected at the incidentbar/specimen interface and the transmitted portion passes through the specimen and into thetransmitter (output) bar. An analysis of the incident, reflected and transmitted elastic waves 6occurring in the bars allows for the determination of the stresses and strains occurring in the

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

examination.Research questionAs presented in the literature review, the use of alternative assessment is limited because it isdifficult to design and implement an instrument that will ensure that the results of the assessmentwill reflect in an objective way what the students know about the assessed topic. It is commonknowledge that written exams prepared following the protocols are valid and reliable. In thisresearch, a procedure to produce a self-directed final project assessment will be tested and thegrade of the projects produced following the procedure will be compared with the products ofother conventional assessment tools used previously in this course. These tools have beendesigned following the scope and sequence of the course and tested by external

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

ofinformation. Each discipline has specialized methods and techniques that are applied to specifichardware components that carry out well-characterized subfunctions. Functional analysis orfunctional thinking is then recognized as one of the characteristics of the engineering habit ofmind or modes of engineering thinking. This technique is well-suited to explaining engineeringto a non-engineering audience. The method reflects the type of thinking used by engineers. Aprerequisite background knowledge or use of extensive mathematics is not required. The systemsperspective is inherent in the technique, underlying scientific principles used in specificcomponents can be incorporated, and there is an evident connection to the engineering designprocess. The

Conference Session

Learning by Doing

Collection

2010 Annual Conference & Exposition

Authors

Nicholas Melin, United States Military Academy; Richard Hallon, United States Military Academy; Joseph Hanus, United States Military Academy

Tagged Divisions

Civil Engineering

, ill-structured, and open-ended to foster flexible thinking; and being realistic and resonate to students’ experiences tosupport their intrinsic motivation17. These characteristics in turn can increase opportunities forgroup discussion over potential solutions, offers instances for instructor feedback to helpstudents evaluate or even steer learning when needed, and allows self-reflection of the learningthat is taking place17.Ill-defined problems have such a positive view as learning tools for engineering that the NSF-funded Center for the Study of Problem Solving created a case library of engineeringexperiences, based on the premise that engineers generally solve problems in the workplace byremembering similar problems’ histories and applying

Conference Session

Innovation in ECET Programs

Collection

2010 Annual Conference & Exposition

Authors

Luciano Boglione, University of Massachusetts, Lowell

Tagged Divisions

Engineering Technology

· Wave equation in the frequency domain · Propagation constant k 3. The boundary conditions · Incident and reflected waves · Changing reference system (x = l − d) · Reflection coefficient Γ 4. The scattering matrix S · Scattering matrix S of a transmission line · Obtaining Sij (general case) · The Smith chart 5. Practical transmission lines · Ideal vs. real transmission line · Microstrip line · Introduction to

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

skills, knowledge, and confidence to do so. Inthe past, staff development efforts have typically focused on isolated instructional behaviors suchas cooperative learning, teaching to learning styles, or classroom management skills.Professional development programs, needed to effect changes in several dimensions of teacherattitude, belief, and practice, will have to be long lasting and designed to include integration withclassroom practice. Teachers who have depended heavily on textbooks need on-going supportand continuing training to effect the desired behavioral changes. Heightened expectations arenot likely to be met by the mere distribution of an attitude survey at the end of workshops.Teachers need the opportunity for structured reflection

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Karen Benzinger, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Derek Northwood, University of Windsor; Michelle Watters, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

? Professor Karen Roloff, DePaulUniversity Professor of Communication and Director of DePaul’s communication internshipprogram, considers “… the real value is going into an experience with learning outcomes in mind– connecting through reflection and intentionality the world of work and the world oflearning”16. Walsh15 further argues that since learning which arises through experience has notusually been formally assessed, it is therefore necessary to design appropriate assessment for it togain academic recognition. Boud and Tennant17 claim that, in order to effectively support thefull academic recognition of experience-based learning in the workplace, academic colleaguesneed to move “from seeing themselves as persons who induct students into a

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Alexandra Coso, University of Virginia; Reid Bailey, University of Virginia

Tagged Divisions

Multidisciplinary Engineering

). Instead of focusing on just how tointegrate the knowledge and methods of each discipline, the students reflected on the importanceof determining how tasks would be delegated. The Division of Labor Tier 1 category was derivedfrom these reflections, and the three Tier 2 categories describe the differences of opinion amongthe students. Some students preferred to “have subgroups working within their specialty and thencollaborating and communicating with other subgroups of different specialties”, while otherswould “generalize tasks more so that everyone in the group would be able to work with each[sic] other”. Table 5: Coding Scheme for Integration Across Disciplines

Conference Session

Enhancing CE Learning Through Use of Technology

Collection

2010 Annual Conference & Exposition

Authors

Ghulam Bham, Missouri University of Science and Technology; Dan Cernusca, Missouri University of Science and Technology; Uday Manepalli, Missouri University of Science and Technology; Ronaldo Luna, Missouri University of Science and Technology

Tagged Divisions

Civil Engineering

significantly higher than the control group on assessment items. The student-centered reflective questions indicated also some weaknesses and associated potential actions toimprove the GIS based module. Based on these findings a series of changes to the current tasksin the GIS laboratory were planned.KEYWORDSTransportation Education and Training, Traffic Safety, Crash Data, Geographic InformationSystemsIntroductionThe education and practice of transportation engineering has evolved over the past severaldecades. The task of transportation education, as stated by an Institute of TransportationEngineers (ITE) Committee1, is not only “to train students in how to do various activitiesassociated with current practice”, but also “to provide students with the

Conference Session

Thermodynamics, Fluids, and Heat Transfer-Part I

Collection

2010 Annual Conference & Exposition

Authors

Simin Hall, College of Engineering at Virginia Tech; Catherine Amelink, Virginia Tech; Sam Conn, Virginia Tech

Tagged Divisions

Mechanical Engineering

reflective environment. One indelibleaspect of web learning is the opportunity for learners to collaborate during problem solving andactively be involved in their learning. However, Ravert and Evans2 showed that expecting Page 15.12.4students at earlier stages of development to learn from courses based on principles ofnegotiation, shared construction, and peer-to-peer learning could be problematic. Therefore, iftools employed in teaching and learning or instructional design run contrary to students‟epistemic beliefs, it would lead to frustration and distress. Students may require greaterscaffolding with aspects of online teaching mostly those who see

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

reflection. The morning sessionsfocus on deepened content, taught by engineering faculty modeling pedagogical “best practices”.This was followed by teachers going through the section of the curriculum that paralleled thecontent lesson, including hands-on activities and the online module. In the afternoon sessions,the teachers applied their new found technical and pedagogical knowledge as they taught thecurriculum to students enrolled in the Upward Bound program. While teaching, the teacherswere videotaped and observed. After the lesson each day, the teachers reviewed videotapes andhighlighted what went well and what needed improvement. Together, the teachers and PDfacilitators provided constructive criticism on how to improve the delivery of the

Conference Session

Faculty & Program Exchanges: Internationalizing, Collaborations, Interactions

Collection

2010 Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Tech University

Tagged Divisions

International

© American Society for Engineering Education, 2010 Forming Collaborative Links between Turkey and US: International Workshop on Rapid TechnologiesAbstractAs part of a current NSF-CCLI (Course-Curriculum and Laboratory Improvement) grant project,an extra supplementary grant was given in late 2008 to organize an international workshop onRapid Technologies. This workshop was held in late September 2009 in Istanbul, Turkey. Overseventy academicians and researchers got together and presented the current trends in rapidmanufacturing research, education and industry. In this two-day event, educational and technicalpapers were presented from American, European and Turkish scholars. Reflections of the firstand second day have been

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Trevor Harding, California Polytechnic State University; Lynne Slivovsky, California Polytechnic State University; Nina Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

communicating their design solutions through engineering reports, presentations and design reviews; 4. Improve students’ life-long learning confidence and skills, particularly meta-cognition via reflection; 5. Provide students with ample opportunities to build lasting interpersonal relationships with classmates, as well as Materials Engineering students and faculty. 6. Encourage students to consider their commitment to social justice and being a socially responsible engineer; 7. Make students aware of the importance of support courses through direct application of science and math in real-world problems.To meet these objectives several experiences are presented to the students throughout the first-year sequence. The

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Monica Cox, Purdue University; Jeeyeon Hahn, Purdue University; Nathan McNeill, Purdue University; Asawaree Kulkarni, Purdue University

Tagged Divisions

Graduate Studies

, fromwhich a user selects his/her role, or function, in using the tool. The G-RATE consists of theObserver, Student, Graduate Teaching Assistant, Researcher, and Administrator functions. Thedescriptions of these functions are:≠ Administrator: An administrator can modify the observation parameters of the G-RATE (e.g., modifying the code strings of the observation categories and selecting appropriate questions for GTAs and undergraduate students). This occurs at the beginning of the lab session.≠ Observer: An observer can record the observational data that reflect GTAs’ instructional practices in elements of the How People Learn (HPL) framework7 during lab sessions.≠ Student: Students who are enrolled in the observed lab session can

Conference Session

Professional Graduate Education and Industry

Collection

2010 Annual Conference & Exposition

Authors

Stephen Tricamo, New Jersey Institute of Technology

Tagged Divisions

Graduate Studies

the needs of creative engineering practice in industry toenhance U.S. technological innovation and competitiveness. This paper implements the findingsof the National Collaborative as a model pilot effort at a major university. The Masters forEngineering Professionals to be introduced at New Jersey Institute of Technology is reflective ofthe skills, knowledge and actions required for early career development in developingengineering leaders for the first stage of Direct Leadership [Levels 1-3 Engineering]. Thepostgraduate engineering curriculum has been designed as a matrix of advanced studies versusskills, knowledge and actions required for Level 3 engineering. Program emphasis is placed uponengineering creativity, innovation, and its

Conference Session

Assessment & Continuous Improvement in ET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Jaby Mohammed, The Petroleum Institute, Abu Dhabi; Jihad Albayyari, Indiana-Purdue University; Paul Lin, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Engineering Technology

Committee 1-7 MS Tech student exit student's reflections Committee upon MS Tech interview on and graduation Committee (Questionnaire) program Academic Department 1-7 MS Tech

Conference Session

Innovations in ECE Education II

Collection

2010 Annual Conference & Exposition

Authors

Raymond Jacquot, University of Wyoming; David Voltmer, Rose-Hulman Institute; John Steadman, University of South Alabama

Tagged Divisions

Electrical and Computer

] (5)where δ ? ψ L' C' and Ι is the complex reflection coefficient defined by Z / Z0 Ι ? L ? Ι e j 2σ (6) Z L − Z0In some of the engineering education literature the interference pattern given by calculation ofthe magnitude of (5) for any nonzero value of Ι is termed a standing wave. As will now beshown this solution of expression (5) does not, in general, result in a standing wave. Using thepolar form for Ι , V(z) may be written as V ( z ) ? V0− e jσ [ e / j( δz −σ ) − Ι e j( δz −σ ) ] (7)For any general termination expression (5) may be rewritten as V ( z ) ? V0− e jσ { Ι [ e / j( δz −σ ) − e j

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

and skills needed to solve robotics-related engineering designchallenges. The main idea is to extend the power of a wiki (which builds and shares portfolios oftext, graphics, and multimedia) to include live data feeds, plotting and analysis, robotprogramming, and direct robot control. The RoboBook supports students in understanding therelevant science and engineering concepts associated with the curriculum. As a learning system, a RoboBook is a customizable digital workbook that supports studentsin learning and using the LEGO robotics toolset, learning and applying key STEM concepts,conducting “fair-test” experiments on the prototypes they develop, and building capability indoing and reflecting upon engineering design. Linking the robotics

Conference Session

Engineering Technology Progress Reports: Part II

Collection

2010 Annual Conference & Exposition

Authors

Scott Miller, Virginia Tech; Jeffrey Connor, Virginia Tech

Tagged Divisions

Engineering Technology

figures that display student activity during the lecture, Page 15.1127.4whether it was computer related or not. However, each of the three observations per student wasrecorded individually instead of being averaged to reflect a single value for each student as donepreviously for the class participation data in Figure 1. For example, if a student was observedtaking notes in a notebook at the beginning and middle of class and was surfing the web orplaying a game on the computer at the end, then two instances of taking notes and one instanceof computer distraction would be recorded. After analyzing the data, multiple categories forparticipation and

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Robert Jeanne, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Michael J. Litkow, University of Wisconsin - Madison; Amber R. Smith, University of Wisconsin, Madison; Lillian Tong, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

provided opportunities to move beyond the fundamental requirements ofa CMS, and create a place for faculty and students to connect, interact and engageusing a variety of teaching and learning techniques.Both the CoE and ICBE recognize the need to continue using effective teachingpractices and tools to improve their learning environments and student achievementin the STEM disciplines. The approach used by each project partner reflects thedifferent organizational context and culture that the instructors, tool developers,instructional and technical support staff are presumably influenced by. The contextsdiffer with regard to internal support and reward systems in place to motivate facultyto use instructional innovation and technology. There are also

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

research questionsaddressed in this paper are: How can we best measure the global preparedness of graduate andundergraduate engineering and business students? What are the differences in preparednessbetween the two domain specific student groups? Which elements of student profiles best predictglobal preparedness within and across the two student groups? In designing both the engineering global preparedness index (EGPI) and the businessglobal preparedness index (BGPI), similar subscales of the previously described generic globalcitizenry instrument were utilized as these subscales have been closely aligned to global theory.To make the instrument domain/field specific, the individual survey items were altered withinthe subscales to reflect

Conference Session

Opportunities and Challenges in Developing International Engineering Research

Collection

2010 Annual Conference & Exposition

Authors

Shih Kuang Hou, National Taiwan Normal University; Ching-Ho Huang, Nangang Vocational High School; Jin-Fu Chen, NTNU

Tagged Divisions

International

AC 2010-2240: THE KEY FACTORS TO ENHENCE THE COMPETITIVENESS OFCOMPETITORS IN WORLDSKILLS COMPETITIONShih Kuang Hou, National Taiwan Normal UniversityChing-Ho Huang, Nangang Vocational High SchoolJin-Fu Chen, NTNU Page 15.1239.1© American Society for Engineering Education, 2010 A Study of Key Factors in Promoting the Competitiveness of Participating in WorldSkills CompetitionAbstractSkills competition improves vocational education and training effectiveness. The purposes oforganizing skills competition are to establish values in skills, encourage youngsters to participatein vocational education and training, to reflect vocational education and the

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

. First, we conducted anexhaustive review of the literature on Millennial students, and identified three strikingcharacteristics of Millennial students (i.e., their preferences for collaborating with peers,connecting with one another, and creating for social change). Second, we followed up thisliterature review by reporting survey and focus group data collected from the select sample ofengineering graduate students. Specifically, the survey includes demographic information aboutthe cohort including birth year, gender, race/ethnicity, and semesters of teaching experience. In Page 15.948.2addition, we asked participants in the study to reflect on

Collection

2010 ASEE Zone 1 Conference

Authors

Gloria Monaghan

the virtual world you do not know if you are talkingwith a man or a woman. One Asian student said it was easier in 2ndlife to interact with virtual strangersthan in real life. Many said they felt left out and not accepted in the virtual world. Many of the female students spent more time designing their Avatars and focusing on their names butchose to include some real aspect of their given name and some even dressed exactly as they do in real life.Female students complained that the female avatars reflected media stereotypes of women in general. “Ibecame as close to myself as I could become,” reflects the large population of students who strived torecreate themselves accurately as possible in the virtual world. This is surprising since

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Tech; Peggy Meszaros, Virginia Tech; Catherine Amelink, Virginia Tech

Tagged Divisions

Women in Engineering

, emphasisplaced on competition, opportunities for meaningful and supportive interactions withfaculty11, and peers12 play a more critical role than individual qualities in promoting acommitment to engineering as a long-term pursuit. Page 15.297.21 This research was supported by the National Science Foundation (NSF GSE 0522767)Mary Frank Fox, a leading scholar in the field of gender and success in STEM fields, haslong been a champion for the environmental perspective, firmly taking an“institutional/structural centered” position where she argues that policies and practicesimplicitly reflect cultural assumptions and, when gender-related, a generally

Conference Session

Sustainable Energy Education

Collection

2010 Annual Conference & Exposition

Authors

Thomas Shepard, University of Minnesota, Twin Cities; Camille George, University of St. Thomas

Tagged Divisions

Energy Conversion and Conservation

analysiswhich included Solid Works drawings, a bill of materials, a user manual for safeoperation of the cooker as well as a discussion on how the team reached its final designdecision and compromises made. A lab analysis section incorporated the processing ofdata collected during the lab as well as theoretical calculations based on material learnedin class. The final section called on students to reflect on the lessons learned throughoutthe process, suggest potential directions for future studies with the solar cookers anddiscuss the practicality of widespread solar cooker use.The project appealed to a variety of learning styles and exposing the potential for globalimpact which can come from applying lessons in new or alternative ways added

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University; Steve Chenoweth, Rose Hulman Institute Of Technology

Tagged Divisions

Design in Engineering Education

community, especially needs of thosewho are under-served. It is reciprocal in nature, valuing the partnership and recognizing theexpertise brought by the community partner. It also includes reflection, which has been shownto enhance learning across academic subjects12. Giles and Eyler (1999)13 found that the majorityof students surveyed reported they learned more, understood more, and were motivated inservice-learning courses.While engineering has been slower to adopt service-learning than many other disciplines, there issignificant and growing increase in service-learning within engineering. Curricular models ofservice-learning, such as the EPICS Program, have been adopted at several universities as well asextra-curricular models such as Engineers

Conference Session

Educational Methods and Technologies

Collection

2010 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; William Marshall, Alief Independent School District

Tagged Divisions

Manufacturing

it” or “loose it” brain. Activities designed to engage the braincan help grow dendrites, which is the wiring that connects brain cells. The more ways we findto process information the stronger learning (i.e., neural connections between brain cells)becomes. Research is proving that to enhance learning, we should be involving students inlessons by providing a non-threatening environment which allows them time to ask questions,seek solutions, reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The real value of subject matter can be heightened for students through activitiesthat combine the classroom