Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

Alfred Carlson

postedproblems, certain key internet links to information, and the course syllabus andslideshows. A midterm affective survey was given to assess the students’ feelings aboutthe course and how things were going.Assessment The students’ course grades were determined from the technical accuracy andquality of the group reports (55%) and from term exams (45%). The reports were notspecifically scored for writing style or grammar but writing feedback was given on bothof these. The reports were graded only for technical content. The students also did “360degree” peer evaluations, evaluating each other and including self assessment of theirown level of effort and participation on the problems. These were used to determine theindividual student scores from

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Michele Auzenne; Jeanne Garland; J. Phillip King; Ricardo Jacquez

created important connections forstudents, encouraging development of meaningful relationships with faculty and peers. Inaddition, the program helped develop self-confidence in those students who were possiblystruggling with a fundamental obstacle of low self-esteem perhaps promoted by the lack of rolemodels in their families or lack of confidence in their academic abilities. Workshops and campustours prepared students for the rigors of university life by introducing them to campus resourcesthat offered support and encouraged success and that reinforced strategies to help students withstudy skills; critical reading skills, including annotation, summarization, and engagement withthe text; time management; money management focusing on obtaining

Conference Session

Design Education

Collection

2005 Annual Conference

Authors

Michael Pastirik; Michael Robertson; William Singhose; Joshua Vaughan; Donna Llewellyn; Marion Usselman

increasingly segregatedschools and a large academic achievement gap between African American and Hispanic studentson the one hand, and their white and Asian peers on the other. The schools in the north part ofthe region, considered to be some of the best in Georgia, enroll primarily non-Hispanic white andAsian students and boast SAT scores well above the state and national averages. In starkcontrast, the overwhelmingly African American schools in the southern portion of the regionpost cumulative SAT scores over one hundred points below the already low Georgia stateaverage. Other standard measures of academic achievement, such as Advanced Placement testscores, college matriculation rates, and need for college remediation, show the same

Conference Session

Math and K-12-Freshman Transitions

Collection

2005 Annual Conference

Authors

Tan-Yu Lee; John Dantzler; Robert Leland; Jim Richardson

mathematicalproblems10; ii) Learning with understanding. Students must understand the fundamentalprinciples behind solutions to problems2; iii) Beliefs. Students must believe the concepts theyhave learned are real, and will still be real in a different context, such as the next course.Self-efficacy is promoted in four ways1: 1. Mastery experiences, where students demonstratemastery by overcoming obstacles through effort. 2. Reinforcement by seeing peers achievemastery. 3. Social encouragement. 4. Learning to manage emotional and physical reactions, suchmath anxiety, or the knot in the stomach when facing a challenging problem on a test. Wepromote mastery by using hard problems, and emphasizing explanations. We use cooperativelearning, teaming, and class

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Susan Kowalski; Adam Kowalski; Frank Kowalski

assessment withmeaningful, individual feedback in a timely manner can produce significant and often substantiallearning gains13, 14. Classroom communication systems provide both the teacher and studentswith real-time feedback to help gauge student comprehension15, 16. With this quick and simpleway to assess the students’ prior and current knowledge, teachers can better devise effectiveinstructional strategies. This technology also overcomes the obstacles of other forms ofcontinuous assessment (lost class time, peer pressure, feedback not timely enough, clericalchallenges, etc.), and hence is “a powerful mechanism for encouraging student self-awareness oftheir thinking and learning habits”16

Conference Session

Curriculum Topics: Industrial ET/Industrial Technology

Collection

2005 Annual Conference

Authors

La Verne Abe Harris

rubrics to describe the attainment of parameters of competency, and reviews ofstudent activities through self, peer, team, and faculty evaluations. Self-assessments and peerperformance assessments were given to the professor in confidentiality.III. Goals and ObjectivesThe professor’s goal was to facilitate learning and propel lifelong learning behavior3 that couldbe applied to the real world. Since a goal describes in broad terminology the long-term intent ofthe activity, 4,5 the ultimate goal of this team project was to provide an effective and accessiblelearning-centered activity for linking the interdisciplinary nature of multimedia technology toother unrelated university curricula, such as organic chemistry. It provided evidence of

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Terry Wildman; Kumar Mallikarjunan; Mark Sanders; Jeffrey Connor; Vinod Lohani

start with, the group put together a 2-page prospectus outlining the goal and objectives (see Table 1) of a proposal the group wasplanning on submitting to the NSF and sent this prospectus to the BEE program officials at NSF.The group then visited the NSF to discuss their ideas with program officials. The group benefiteda lot from the NSF visit and ended up re-writing goal/objectives of the project in light ofsuggestions made by NSF program officials (see Table 2). It can be seen in tables 1 and 2 thatthe proposal objectives became more focused / meaningful as a result of our discussions at theNSF. Therefore, the authors will strongly suggest new engineering educators to considerdiscussing their proposal ideas with concerned program officials

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Richard Devon

students who thought that they could not draw—many students didnot like it in the engineering curriculum and the drawings took too long to do. So, we returned tobasic sketching. Now we are seeking new methods that are consistent with the RGP.Feature-based representationsThis method comprises traditional sketches where the designer stops after blocking out the mainfeatures and adds additional description by writing a text description of the feature. Theprinciple here is: do not transmit information that the recipient does not need in order to act(make a decision). The first corollary is: always include everything that is necessary to make thedecision either graphically or in text. The second corollary is: the purpose of a feature

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Laura Jones; Karen Berger; Tamara Knott

of desks and the group tried to verbally guide a blindfolded peer through itsafely. At another station the students attempted to instruct a teammate in how to draw a “VT”without the teammate knowing what was being described. The third activity was instructing ateammate in how to build a structure out of Legos. The groups rotated through the stationsduring the activity period. Each station clearly emphasized the importance of precision and aneed to avoid assumptions when writing an algorithm, as well as general concepts of problemsolving and teamwork. Page 10.616.3 Proceedings of the 2005 American Society for Engineering Education

Conference Session

Manufacturing Program Innovation

Collection

2005 Annual Conference

Authors

Lenea Howe; Jr., Elijah Kannatey-Asibu

students and have been instrumental in the success of Center-sponsored events,organizing volunteers, initiating special study sessions and countless other ways that havedrawn our diverse group of students together.All graduate students are housed together in the Student Office Space in the IntegratedManufacturing Systems Laboratory and are assigned desks based on their research ThrustArea affiliation. As a result, students within each Thrust Area consult with their peers ona daily basis and assist each other. This space helped in creating the “ERC spirit” amongstudents and was highly beneficial for team development. In the words of Dr. ShirleyJackson, president of Rensselaer Polytechnic Institute, “it takes a village comprised ofintergenerational

Conference Session

Diversity: Women & Minorities in ET

Collection

2005 Annual Conference

Authors

Stephen Kuyath

Behavioral Control Figure 1: Model of the Theory of Planned Behavior10Intention is what one has in mind to do or bring about, and is considered the immediatepredecessor of behavior10. A person must intend to engage in a behavior before they can engagein a behavior. Factors such as their intensity, attitude, subjective norm, and perceived ability mayhave mediating affects on intention. Simply put, if a person believes they are capable ofbehaving in a certain manner, believes that the rewards of behaving in that manner areworthwhile and beneficial, and has the support of their peers, family and friends, they will intendto engage in the behavior.Behavior, then, is the observable response in a given

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

David Russomanno; Anna Lambert

students to obtain financial aid through scholarships, grants, and loans, and she also meets with each CSEMS student throughout each semester. The Financial Aid Office compiles focus reports listing students by major, GPA, sex, race, etc. who qualify for federal financial aid. Page 10.1347.5 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2005, American Society for Engineering Education The Educational Psychologist/Researcher is a member of the faculty of the College of Engineering and Director of the Writing Lab Center, and

Conference Session

Entrepreneurship, Design, and PBL

Collection

2005 Annual Conference

Authors

Ken Ports

/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 valuable insights, practical knowledge

Conference Session

Engineers in Toyland - Come and Play

Collection

2005 Annual Conference

Authors

Jared Erickson; J. Ledlie Klosky; Stephen Ressler

Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education usage and significantly more positive influence on their learning. It is perhaps significant that instructor enthusiasm had little or no effect on student-to-student usage; the students did not need to be reminded that peer-to-peer IM was there, only that student-professor availability existed. • Approximately 50% of Instructor A’s students communicated with him via IM during the semester. This level of IM usage is lower than that of the CE300 students (87%), as reported above. There are two possible reasons for

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

John Dantzler; James Richardson; Tan-Yu Lee; Robert Leland

promoted in four ways2: 1. Mastery experiences, where students demonstratemastery by overcoming obstacles through effort. We promote mastery by using hard problems,and emphasizing explanations. 2. Reinforcement by seeing peers achieve mastery. We usecooperative learning, teamwork, and class presentations to create a learning environment inwhich students see the mastery experiences of peers. 3. Social encouragement. Students wererepeatedly given encouragement that the problems are hard, but can be solved with hard work. 4.Students must learn to manage emotional and physical reactions, such math anxiety, or the knotin the stomach when facing a challenging problem on a test.Transfer requires learning with understanding3. To achieve this we have the

Conference Session

Multidisciplinary Engineering by Design II

Collection

2005 Annual Conference

Authors

Mohamed El-Sayed; Lucy King; Matthew Sanders; Jacqueline El-Sayed

creativity as a right brain activity, on both an individual andteam level. The key for successful brain storming sessions is to suspend judgment and allowcreative ideas to flow. After brain storming the students prepare a list of potential projects. Fromthe list of projects one is selected based on the following criteria: 1. Originality and creativity 2. Enough work for all the team members 3. The ability to deliver desired results within class time frame.In the second and third weeks lectures included the topics: the design process, project selectionand planning, bill of product, product attributes, project management, proposal writing andpresentation. Additional lectures relating the product attributes to the design criteria andengineering

Conference Session

Women in IT Fields

Collection

2005 Annual Conference

Authors

Crystal Hoyer; Crystal Eney

of supportive communities are twoof the major reasons women choose not to pursue computer science degrees.1As with most CSE programs across the nation, our institution struggled to increase the number ofwomen pursuing computer science degrees. In an attempt to address this problem we researchedsome of the possible approaches to stop women from opting out of the CSE curriculum. Cohoonstates that the presence of supportive peers can greatly aid in the retention of women in thisfield.2 One step we took to encourage women to pursue computer science was to create a onecredit seminar for women who would simultaneously enroll in introductory programming (CS1).One of the seminar leaders had participated in a Women in Science & Engineering (WISE

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

June Marshall; John Marshall

classeslistening to teachers, memorizing pre-packaged assignments and spitting out answers.They must talk about what they are learning, write about it, relate it to past experiences,and apply it to their daily lives. They must make what they learn a part of themselves. • I ask students to present their work to the class. • I ask my students to relate outside events or activities to the subjects covered in my courses. • I give my students concrete, real-life situations to analyze.Give Prompt FeedbackKnowing what you know and don’t know focuses learning. Students need appropriatefeedback on performance to benefit from courses. In getting started, students need help inassessing existing knowledge and competence. In classes, students need

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Tom Walker; Hayden Griffin; Tamara Knott; Richard Goff; Vinod Lohani; Jenny Lo

learn and use: events (using keyboard or mouse strokes toinitiate code), sound as part of their programs, and tools to facilitate sharing of code for a team-based Alice project. For the first time, a team-based programming project was part of thesyllabus. Students worked in teams of 3-5 students to generate a computer game that waspresented to and evaluated in part by their peers. Also, unlike previous semesters, instructorswere encouraged to grade programming assignments during class. Alice is a very visualprogramming environment which eases grading. Details of Alice instruction are presented in acompanion paper.9From the viewpoint of the department head, implementation of Alice has been fairly smooth.One of the worries of administrators is

Conference Session

Ethics Classes: Creative or Inefficient

Collection

2005 Annual Conference

Authors

Christy Moore; Stephanie Bird; Steven Nichols

professional responsibility is addressed in the College. The committee beganby conducting a curriculum review of courses offered to undergraduate engineeringstudents at the University of Texas and several peer institutions that include topics ofethics, technology and society, professional responsibility, and leadership. The goal ofthat preliminary investigation was to establish a better sense of what pedagogicalmaterials exist in the field and what sorts of material would be helpful. As a result of those explorations, the PRiME Project was conceived. The practicalaim of the project, which is funded by the Chair for Free Enterprise, is to compile anddevelop web-based teaching modules that tackle the complex issues involved in training

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Karen High; Ben Lawrence; Cynthia Mann

important tasks involved with engineering product andprocess design. This course is also part of a larger effort towards introducing students toentrepreneurship concepts.During the multi-week design project portion of the course, students are given a vaguely wordedopen-ended market-driven design problem, and asked to find a solution. The problem is basedaround food, such as pizza or ice cream, and is designed to be fun. Group dynamics, projectplanning, problem definition, brainstorming, experiment design, and creativity are some of themajor points discussed. The project culminates with the student presenting their solutions totheir peers and demonstrating any prototypes they developed.IntroductionCollege students typically do not see engineering as

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Zbigniew Hladysz; Robert Corey; JASON ASH; Glen Stone; Dale Skillman; Charles Kliche; Larry Stetler; David Dixon; Larry Simonson; Stuart Kellogg

Project-Based Learning Incorporating Design and Teaming Larry D. Stetler, Stuart D. Kellogg, David J. Dixon, Glen A. Stone, Larry A. Simonson, Zbigniew J. Hladysz, Charles Kliche, Robert Corey, Dale Skillman, Jason T. Ash South Dakota School of Mines & Technology, Rapid City, SD 57701Abstract:Projects that provide inquisitive design and analysis are utilized in a 1st-year engineering andscience curriculum at the South Dakota School of Mines and Technology to introduce students toexperimentation, data collection, analysis, technical report writing, and presentation. Projectsallow for construction of numerical models, development of predictions, and

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Edward Evans; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar

within the processes of social interaction and is grounded incommunities of practice.VITDP helps to create a community of practice where engineering students have access tocultural knowledge and where novice practitioners are able to contribute to the activities of thecommunity because they are working alongside their peers and those with skill levels close totheir own. A major focus of this perspective is on the process of becoming, in this case anengineer, and hence on the relationship between identity within the community and culturalknowledge necessary to maintain and expand that identity. Lave and Wegner's work focused onhow identity continuously changed as novices moved along an identity trajectory from novice toexpert, where different

Conference Session

MIND Education Trends

Collection

2005 Annual Conference

Authors

Maria M. Larrondo Petrie

readers, thefirst What Do You Want To Be? Explore Space Sciences includes 12 biographies ofcontemporary women scientist describing what she does, how she got there, and why she enjoysit. The next two books will focus on Earth Science and Health Sciences. The Sally Ride ScienceFestivals20 held in different locations, bring together more than 1,000 middle school girls, parentsand teachers.Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking

Conference Session

Integrating H&SS in Engineering III

Collection

2005 Annual Conference

Authors

Rosalyn Berne

across the United States. They and their institutions’ names are held inanonymity.Originally, 50 individual researchers were asked to participate. Thirty five said, ‘yes,’ andmet with me once. Twenty three have met with me twice, and I anticipate that by the timeof this writing, eighteen of those will have completed or were scheduled for a thirdconversation, and one will have had a fourth. It could be argued that the group of twentythree continuing participants is a self-select group. It is likely that those who continue tomake themselves available for these discussions probably have a genuine interest inreflecting on the meaning and ethics of their work in nanotechnology. They may havebeen predisposed to participate. I began meeting with

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Peter Orono; Stephen Ekwaro-Osire

does one think is inside the appliance andhow does what is inside it work together to allow the appliance to operate in the way it does?Prior familiarity with the device is not necessary. The second meeting is held a week to two weeks later and introduces the first step of anongoing assessment. At this time each group will submit a report on their progress. Studentshave a chance to discuss with the instructor any challenges they are facing, including teammember contributions to the project and documentation activities including Pro/Engineer. Thethird meeting is held two weeks after the second meeting. At this time each group will provide a10 – 15 minute PowerPoint presentation to their peers on their results, assemble the unitfollowing

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Robert Harris; M. Bramhall; Ian Robinson; David Hick

tohave at least 4 members of staff present to supervise and assess the students. Even using thisresource, assessment proved to be a very difficult task. Staff used checklists whilst observingstudents. The number of tasks observed was around 12, with groups of students being mixed forseveral tasks. This meant that staff were formulating opinions on all 50 students. Students werealso asked to peer review their colleagues and fill in the checklists. It was therefore difficult tocome to a clear judgement for each student as there were several hundred checklists filled in!This last year it was decided to take more staff and allocated 10 students per member of staff toact as facilitators of their learning and development. No summative assessment of

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Roger Painter

solidand hazardous waste facilities after other public officials have already made decisionsregarding the facilities. Even when engineers are involved in the early stages of thedecision making process, engineering concerns may not prevail. In this context when baddecisions are made inexperienced environmental engineers often make the mistake ofsuccumbing to peer pressure and trying to make the best of a bad situation. This canresult in an ethical failure if engineers continue to participate in the design of a facilitythat is not protective of human health and the environment. This is not to suggest thatengineers are ultimately responsible for environmental injustices. Environmentalinjustice is a failure of government and policy makers to enact and

Conference Session

MIND Education Trends

Collection

2005 Annual Conference

Authors

Omnia El-Hakim

Colorado’sinstitutions of higher education to address the needs of women and underrepresented students,and she plans to continue to expand the Colorado diversity programs, providing newopportunities for tomorrow’s leaders. Dr. El-Hakim also serves as co-principal investigator at the Colorado State Universitysite as director of the Colorado Alliance for Graduate Education and the Professoriate (AGEP).She is principal investigator for the Fast Track to Work Graduate Scholarship Program, CSEMSUndergraduate Scholarship Program, and the Technology Transfer and Training Center Program,as well, and has directed peer advising, training, and enrichment programs for Hispanic andNative American youth in the Four Corners Region. She continues to write and be

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

La Verne Abe Harris; Judy Birchman; Mary Sadowski

sources for other supportmaterials. Activities focus on lectures, debates, reports and presentations. Students analyze,interpret and report on topics.Abstract RandomThe abstract/random learner is people-oriented, not product-oriented, and can be characterizedas lively and spontaneous (Gregorc, 1982). They can be described as imaginative, perceptive andspontaneous. Individuals in this category prefer to focus on themes, ideas, feelings and activitiesthat allow for group interaction and communication (Butler, 1987).“Abstract random teachers write global objectives. Outcomes show the students’ understanding,appreciation, and interpretation of the subject matter as well as of themselves” (Butler, 1987).Their classes provide students many ways to