Conference Session

Recruiting and Building Diversity

Collection

2004 Annual Conference

Authors

Paul Johnson; Mary Anderson-Rowland

students who were either a minority or female or both.The CIRC program students meet five times a semester. CIRC informative sessions includeguest speakers on how to get involved in an engineering research project, writing a resume toobtain an internship, how to select and apply for graduate school, and getting funding forgraduate school, which will be described in detail. Assessment of the program is done at eachmeeting and feedback is provided to the students at the next meeting. Students in the CIRCprogram are obtaining research positions and are considering graduate school as part of theircareer goals.The Fulton School of Engineering graduate recruitment activities include booths at nationalmeetings, participation in GEM (National Consortium

Conference Session

TIME 2: Laboratories

Collection

2004 Annual Conference

Authors

Jed Lyons

toolcapabilities and shop tolerances. They are sometimes surprised that their finished productdoesn’t match the design specification even though their layout was precise. It has beenobserved that students who have previously worked in a shop mentor their less experiencedcolleagues. The opportunity for peer coaching is a valuable but unplanned benefit of this project.Week Three ActivitiesThe third and final week of laboratory activity is spent applying the strain gages (e.g.,Measurements Group CEA-13-240UZ-120), calibrating the load cell, and weighing theinstructor. A cantilever beam can use one, two or four strain gages in the bridge circuit. Whenonly one gage on the top of the beam is used the strain measured is mainly the desired bendingstrain but also

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

Philip Parker; Max Anderson

ICEE p n = 177 n = 71The course had a positive effect on my… Problem-solving skills 56.5% 77.1% 0.002 Study skills 45.2% 72.9% 0.000 Teamwork skills 83.1% 90.0% 0.165 Time management skills 59.9% 77.1% 0.010 Writing skills 42.4% 54.3% 0.089 Speaking skills 55.4% 57.1% 0.799 Computer skills

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Philip Parker; Max Anderson

ICEE p n = 177 n = 71The course had a positive effect on my… Problem-solving skills 56.5% 77.1% 0.002 Study skills 45.2% 72.9% 0.000 Teamwork skills 83.1% 90.0% 0.165 Time management skills 59.9% 77.1% 0.010 Writing skills 42.4% 54.3% 0.089 Speaking skills 55.4% 57.1% 0.799 Computer skills

Conference Session

Innovations in Nuclear Education I

Collection

2004 Annual Conference

Authors

Gary Sandquist; Brian Moretti; Edward Naessens

demonstrate the necessary leadership and 4 depicts the Nuclear Engineering Program teamwork skills to work in multidisciplinary team environments. Outcomes. Each course in the nuclear 3. Graduates can effectively engineering program is matched against a communicate. set of these outcomes. Each course has a set • Graduates have the ability to communicate technical and of course outcomes that map to particular non-technical information to supervisors, subordinates, peers, customers, and the general public. program outcomes. A course concept map • Graduates have the ability to

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Greta Zenner; Amy Payne; Aura Gimm; Wendy Crone

technical training, the interns gained valuable experience in cutting-edge scienceand technology through using MRSEC educational materials and interacting with MRSECpersonnel. Many of the professional development meetings included a technical portion, duringwhich interns learned about advanced and nanoscale materials and conducted basic labexperiments. In addition, when learning about their chosen nanotechnology topic, developingtheir instructional activities, and writing an article on their team topic for a lay audience, internsresearched related secondary and primary scientific literature.The interns also gained valuable experience and training in cutting-edge science and technologyby working in interdisciplinary teams and interacting with their

Conference Session

Program Delivery Methods & Technology

Collection

2004 Annual Conference

Authors

David Enke; Susan Murray

appearsin the notes as the lecture is given. When students see the red text they know it is not inthe lecture and is something they need to write down. Since the topic has been talkedabout it before the text appears, the note taking usually does not interfere much with thelearning, but helps to reinforce the concepts. An extra benefit of the red text note taking isthat it gets the students engaged in the lecture, even if only to get their body moving andtheir mind focused again. Certainly, the success of this technique depends on the type ofclass and the willingness of the students to become involved.Another technique used by some distance instructors is to withholding notes until justbefore or after the lectures. Students complained with fury, and

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Richard Vaz

peer reviews1 of theextensive written reports that document the process and product of each team project. DuringMQP reviews in the mid-1990s, the ECE Department faculty, while noting that most of theeducational goals for the MQP were being met, discerned a number of areas for improvement: • Many design projects did not appear to be framed in terms of user requirements and technical specifications derived from those requirements; • Many project reports did not reveal appropriate design synthesis; rather, students tended to address design challenges by choosing a single likely solution and “making it work”; • Little attention was given, in many cases, to such fundamental design considerations as cost

Conference Session

Potpurri Design in Engineering Education

Collection

2004 Annual Conference

Authors

Robert Todd; Spencer Magleby

theirstewardship is important in the eyes of their peers and their academic administration. As a result,they pursue academic products that they can “count” and are rewarded in their evaluationcriteria. Individual institutions can have a great influence on faculty values by what they choose Page 9.350.5 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ©2004, American Society for Engineering Educationto reward. It is difficult to sustain any program that does not align in some way with the rewardsystem for faculty.Faculty obviously value good learning experiences

Conference Session

Lighting the Fire: REU

Collection

2004 Annual Conference

Authors

Mark Evans; Ronald Welch

of first refusal and can opt for a project slotstill available or can take another course. Some advisors actively recruit students for specificskills and project success. The course coordinator ensures that every student has the opportunityto participate in a project even though it might not be his or her top choice.Students enrolled in any independent study project must present an oral brief at the end of theproject and must submit a comprehensive written report. Benefits of the oral brief are describedin the “Projects day” section below. There are tremendous benefits to be gained from writing thefinal report, but only if both the student and the faculty member are properly educated andmotivated, with proper training and resources

Conference Session

Computers in Education Poster Session

Collection

2004 Annual Conference

Authors

Matthew Campbell, University of Texas at Austin; Kathy Schmidt, The University of Texas at Austin

showcase students’ problem-solving skills andtheir ability to analyze and synthesize information. In the College of Engineering at the University of Texas (UT), an electronicportfolio system called Polaris is in use and undergoing iterative development. Thissystem developed in house has been created so that students can document theireducational progress and share what they have accomplished with an audience (i.e., theirprofessors, their peers, prospective employers, their parents). By using Polaris, studentshave a tool to record their course work, present projects, and evaluate their owneducational progress. Polaris benefits students by giving them a personalized yet professional lookingwebsite. Also, the system provides students

Conference Session

Understanding Students: Cognition

Collection

2004 Annual Conference

Authors

Stephen Krause

reflections. In total,each student produced 40 individual pieces of text of varying length (reflections, pre and posttests) that became the data for this study. Students worked in teams writing lesson plans to useDET in K-16 classrooms and followed the steps in the design process, to create a functioningprototype of an artifact. Lesson plans and creation of the artifacts were not used in this study.However, reflections often contained references to the projects and lesson plans.Development of the RubricTo analyze the qualitative data, a rubric needed to be developed. Construction started with ameeting where each researcher generated categories they considered to be the most importantcourse outcomes. The categories were discussed and refined to a

Conference Session

Multidisciplinary Programs: Look Ahead

Collection

2004 Annual Conference

Authors

Doanh Van

accreditation.II. IntroductionUnion University2 has a long and rich 179-year history of being a university affiliated with theTennessee Baptist Convention. The University’s academic excellence has been in liberal artsbased education. The first professional program, Nursing, began in 1962 at the request of thearea physician community. Forty years later, Union University started up another professionalprogram, Engineering, in the same fashion: out of need and at the request of area industriesthrough the Chamber of Commerce. At the time of this writing, the Engineering program3 is inits third year of operation with 21 students and the first class of graduates is slated for May 2005.The program will apply for ABET accreditation in January 2006 for a historic

Conference Session

Innovative Graduate Programs & Methods

Collection

2004 Annual Conference

Authors

Linda Katehi; Kamyar Haghighi; Heidi Diefes-Dux; Katherine Banks; John Gaunt; Robert Montgomery; William Oakes; P.K. Imbrie; Deborah Follman; Phillip Wankat

master’s degrees will be advised by a graduate committee consistingof three engineering faculty members, at least one of which is from the School of EngineeringEducation.Ph.D. in Engineering EducationTo obtain a Ph.D. in engineering education, students must i) complete 36-48 course credit hoursbeyond those achieved for the bachelor’s degree, ii) pass a cumulative exam in a traditionalengineering content area, iii) write and defend an original proposal for research in engineeringeducation, and iv) conduct research for, write, and defend a Ph.D. dissertation on an engineeringeducation topic. A master’s degree is not required as part of the Ph.D. program, although creditsearned in master’s programs will often count towards the Ph.D. requirements.This

Conference Session

Best Zone Papers

Collection

2004 Annual Conference

Authors

Joseph Betz

themainspring argument in this paper. The only legitimate type of knowledge, in the context of ourcompulsory education system designed for social reproduction and global economic advantage1 This is not a broad epistemological discussion rather its focus is limited in the use of knowledge in TechnologyEducation.2 Peter McCleary, “Some Characteristics of a New Concept of Technology” in the Journal of ArchitecturalEducation 42, no 1 (Fall 1988). This article helped to develop and define aspects of this type of knowledge.3 Based loosely on the definition of science in the American Heritage® Dictionary of the English Language, ThirdEdition.4 Michel Foucault, Knowledge/Power: Selected Interviews and Other Writings 1972-1977, ed. C. Gordon. (NewYork

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

Patti Clayton; Steven Peretti; Lisa Bullard

peer and /or instructor facilitated discussion, in and out of the classroom as well as online. Service-learning thus challenges students to apply their learning, to evaluate their owneffectiveness and that of the individuals and organizations with whom they work, and to setpersonal development goals. It requires that they interact with a diverse range of people otherthan their instructors and fellow students and that they take on often unfamiliar and high-responsibility level roles. It gives them opportunities to work in teams, to write, to present topublic as well as academic audiences, to make connections between their studies and the rest oftheir lives, and to develop their critical thinking abilities. It exposes them directly to issues

Conference Session

International Engineering Education I

Collection

2004 Annual Conference

Authors

Pichai Rusmee

from different countries by comparingstatistics such as graduation rates, etc. Such direct comparisons may be too simplistic. Otherfactors, i.e., social, economic, political, etc., must be considered. For example, Thai students maybe under more pressure to conform and graduate with their peers within four years in the field Page 9.985.8they had first chosen while American students may not be subjected to such pressure. As a result, “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”the American students

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ken Ports; Carolyn Fausnaugh; Muzaffar Shaikh; Carmo D'Cruz

innovative senior design product/technology ideas into commercializable products and businesses 2. Develop core skills and competencies through a structured, project-management-based product development approach 3. Enable students to experience the process of engineering entrepreneurship by identifying and pursuing business opportunities for a technology / product with a team of motivated peers 4. Facilitate student analysis of the problems encountered in starting up a technology- based venture with very high degrees of technical and market uncertainties 5. Provide a forum for networking with practicing professionals and entrepreneurs to share their experiences, get feedback, and gain

Conference Session

ECE Online Courses, Labs and Programs

Collection

2004 Annual Conference

Authors

Tim McCartney; Lynette Krenelka; John Watson; Dara Faul; Hossein Salehfar; Arnold Johnson

delivery method, the authors have tested and examined various ways to utilizethe power of the Web to synchronize and to better integrate the DEDP students’ learning activitieswith those of their on-campus peers. Using a combination of digital recording tablets, videocameras, white boards, and streaming servers, all of UND’s DEDP courses are now offered on-linethrough streaming video and/or downloadable files. The audio, whiteboard, computer and videooutputs from a course are condensed into a RealOne Player file that is placed on the Internet withinhours and can be accessed with minimal Internet connectivity. With the new format in place, thequality of the lectures and course material presentations has improved tremendously. The recordingand

Conference Session

International Case Studies, Interactive Learning, Student Design

Collection

2004 Annual Conference

Authors

Harry Koehnemann; Barbara Gannod

meet with customers to prioritize requirements, estimate resources, and produce an iteration plan.Simple Design The system design should be as simple as possible so that it is easy to understand, implement, and change.Testing Programmers as well as customers write test units. Software is tested incrementally and frequently, and tests must be passed before development can continue.Collective Code Ownership Anyone on the development team can modify any part of the system at any time. Thus, there are no delays in making changes while waiting for others to submit important modifications.Refactoring Refactoring is rewriting code to remove duplication and to simplify the code. As code is added incrementally, redundancies and

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

John Kraemer; Bijan Pashaie; David Probst

requiring physics or engineering physics majorswould be of interest to our majors because one of our engineering faculty members would needto be involved in order to provide the engineering design content.The first few weeks of the course are spent covering introductory topics. The first week is spentintroducing the problem, clarifying expectations and processes for the course, and discussingresources for conducting research on the problem. The second week focuses on communicationsissues such as writing styles, written and oral communication within the group and to others Page 9.1090.6 Proceedings of the 2004 American Society for

Conference Session

Engineering Ethics Case Studies

Collection

2004 Annual Conference

Authors

Mark Manion; Eli Fromm; Jay Bhatt

with resources from drama, literature, history, and the social sciences. Ourprogram is tied to topical classes that engineering students take elsewhere in the curriculum, andto parallel components in history of technology. The team includes instructors from Engineering,Philosophy, History and Politics, and Literature, all bringing their particular areas of expertise tobear on the entire range of issues discussed. The program requires that the student participate inessay writing, oral presentations, dramatic re-enactments of famous (or notorious) ethical casestudies, and in-class debates. We aim to provide experience which is multidimensional, andwhich presents ethics not as another isolated discipline that requires mastery, but as

Conference Session

Curriculum Development in Civil ET

Collection

2004 Annual Conference

Authors

Carmine Balascio

student is experiencing difficulty. Misconceptions and gaps in knowledge can be readily addressed.This paper includes strategies for writing problems that are suited for development of design andanalysis skills in engineering-related topics and provides examples. Techniques for codingsolutions to complicated problems with a minimum of “bugs” are also discussed. Studentcomments and preferences regarding use of the LON-CAPA system in conjunction withProblem-Based Learning are examined. Page 9.1360.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright

Conference Session

Student Teams & Active Learning

Collection

2004 Annual Conference

Authors

Steven Zemke; Jennifer Beller; Donald Elger

student rank ordered the individual events from “most helpful in learning,” to“least helpful in learning.” The third instrument was end of term qualitative data where thestudents described in writing what made the “most helpful” events helpful and the “least helpful”events least helpful.We rated the events from excellent to poor based on the collected data. The spread of the eventratings allowed us to discover two important design features. (1) Design each event so that thestudents begin with the concepts and are guided through the application. This connection of theconcept, application, and interrelationship between them greatly enhances learning. The learningenvironment is weakened when concept and application are taught separately. (2) Design

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2004 Annual Conference

Authors

Mohammad Alam

has 13 core credits.The senior year includes a substantial design project, typically involving team participation, aswell as senior courses providing an in-depth treatment of digital logic and systems theory.In order to validate the number of core computer science credits required for the CpE program,the present authors carried out an e-mail survey of peer institutions, the results of which areillustrated in Fig. 2. Page 9.832.2 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition 2 Copyright © 2004, American Society for Engineering Education

Conference Session

TIME 1: Controls

Collection

2004 Annual Conference

Authors

Scott Kiefer

met the next week, two students were then chosen at random togive their presentations. The students were not told ahead of time who would be presenting, andthe entire project group was graded according to the presentation of the group member that waschosen to present. This encouraged every student to no only make sure that they understood thematerial, but that the other members of their group also understood the material. In addition tothe group project grades, two exams were giving during the semester to insure that the studentswere getting individual assessment. Also, a peer evaluation was conducted at the end of thesemester to judge the participation of all group members.Basic ProjectsThe microprocessor chosen for this course is

Conference Session

Multidisciplinary Programs: Look Ahead

Collection

2004 Annual Conference

Authors

Yaakov Varol; William Sparkman; Walt Johnson; Nancy LaTourrette; Jesse Adams; Jeffrey LaCombe; Gary Norris; Ellen Jacobson; Norma Velasquez-Bryant; John Kleppe; Pamela Cantrell; Eric Wang; Ted Batchman

our recruitment. The scholars will also cross-pollinate their research with the university since they will be from other institutions. We hope this experience will lay the groundwork for future collaborations in both research and teaching. The timing of the Ph.D. candidate/post-doc visit is unique and taps into a potent and sometimes unused resource. Ph.D. candidates who are writing their dissertation, or just finished with it are in transition from graduate school to a job and are at the leading edge technically. By giving them a short 3-6 month experience that taps into their research expertise and helps prepare them to communicate and teach, we will provide an excellent stepping stone

Conference Session

Lighting the Fire: REU

Collection

2004 Annual Conference

Authors

Shashi Nambisan

. In some cases, such experiences are vital in helping students identifytheir interests and in helping them attain their potential. Examples of such situations includestudents who are among the first in their families or peer groups at their educational levels, andwho may not have “mentors” or “role models” to help guide them. In particular, experiences thathelp students link their educational background to research efforts, and those which help themrecognize implications of the outcomes of their research effort are powerful tools for recruitmentand retention. As can be imagined, this consideration has not only scientific and technologicalbenefits, but also tremendous long lasting social and economic implications. Further discussionson the

Conference Session

Nontraditional Ways to Engage Students

Collection

2004 Annual Conference

Authors

Kathy Brockway; Greg Spaulding

approach is as follows.Entrepreneurial education: • More "out of the box" thinking. • Methods not only to solve problems but also to determine what the problems are. • Projects that allow students to interact with successful entrepreneurs. • Topics that are more relevant to entrepreneurial situations. 1. Idea Generation for Entrepreneurs 2. Legal Forms of Business Structures for Entrepreneurs 3. Marketing and Sales for Entrepreneurs 4. Writing a Business Plan for Entrepreneurs 5. E-Commerce for Entrepreneurs 6. Finance for Entrepreneurs 7. Patent and Invention Protection for Entrepreneurs

Conference Session

Are Classical Solutions Outdated?

Collection

2004 Annual Conference

Authors

Andrew Rose

use in industry.Due to changes in the professional practice of civil engineering, updates to what is taught withinthe civil engineering curriculum are needed.2,3 This is in part due to the abilities of computers toconduct computations much more efficiently than in the past.3 Graduates from structuralengineering programs with considerable computer usage4 have an employment advantage overtheir peers since they tend to be more productive in industrial positions immediately aftergraduation. In most civil engineering programs, computer software use is introduced into thecurriculum directly through discipline specific courses. The literature presents numerousexamples of computer usage and software implementation in discipline specific courses.5,6,7