Conference Session

Innovation in Design Education

Collection

2003 Annual Conference

Authors

Peter Young

“aircraft that reallyflew” was a great motivator and created a sense of excitement not previously experienced inprevious years. The hands-on experience coupled with teamwork was felt to be a substantialimprovement over prior years’ efforts.However there were some areas that, upon post-course reflection, could be improved. For thefirst two years of the DBF Design Competition, primary emphasis was placed on the design of thestudents’ aircraft projects – the C (conceive) and D (design) elements of the Department’s CDIOstrategy. Due in large part to lack of prior experience in hands-on projects (a common syndromeamong young engineering students in recent times), the aircraft were often rushed to completionand not satisfactorily constructed, aligned, or

Conference Session

NSF Grantees Poster Session

Collection

2003 Annual Conference

Authors

Benjamin Sill; Elizabeth Stephan; Matthew Ohland

have clearbenefits in regard to deeper understanding and long-term retention,15 but has never gainedwidespread use because many fear the potential time-inefficiency of discovery learningapproaches.16 Our proposed format, however, incorporates structured reflection to achieve someof discovery learning’s benefits without making a major commitment of time. The introduction ofdiscovery methods shifts some control over the learning process to the learner. This approachagrees with Goforth17 who, in a meta-analysis of the effectiveness of learner control in tutorialcomputer assisted instruction, found that "it is important that the learner have some controlrather than none.” If we wish our students to learn and to be creative, they must be given

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Rachel E Collins; Christopher Foreman; Matthew Ohland

on users’ PCs and making it possible toconnect to the system from any computer that is equipped with browser software. The web serversoftware is Apache.Operational DescriptionThe download module runs five times per week so that adds and drops are reflected in the tourregistration database. Downloaded data is limited to those students who are enrolled in thecourse. Populating the tour registration student table this way eliminates the requirement that thestudents enroll themselves in the tour registration system and ensures that the information used totrack the students is accurate.General engineering administrative staff populate the database with tour schedules for eachdepartment through a web interface. Attendance can be taken multiple

Conference Session

International Collaborative Efforts in Engineering Education

Collection

2003 Annual Conference

Authors

Tim Mizen; Robert Baldwin; Ronald Miller

methods that are developed at the Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationprogram level will all begin with recitations of the Institutional Mission and the InstitutionalConstituencies and Stakeholders. A fundamental tenet of ABET1 and EC2000 2 is that the goalsand objectives for each program in the institution must reflect the institutional goals as embodiedin these statements. Accordingly, setting statements of institutional mission and constituencies isthe necessary first step in the road towards implementing across-the-board program assessmentand achieving ABET accreditation for each engineering

Conference Session

Mentoring, Outreach, & Intro BME Courses

Collection

2003 Annual Conference

Authors

Robert Sherwood; Stacy Klein-Gardner

/orprograms that have been influenced by some of this early work 16,17,18,19,20. While the details ofeach program have differences, especially in the types of outcomes that are expected of students(designs of objects vs. solution of a challenges based upon real or simulated data) they do havecommon threads. They all use a rich contextually based problem/challenge to start theinstruction and affordances for students to engage in study at a substantive depth into theproblem/challenge, reflect on their work, obtain formative assessment, revise thinking andpresent the products of their labors. Summary documents such as Bransford, et al.21 haveprovided additional examples of such types of designs, as well as expansion of the theoreticalbasis for such

Conference Session

Sustainability and the Environment

Collection

2003 Annual Conference

Authors

Domenico Grasso

controversialpapers “The Value of the World’s Ecosystem”vi, “No Middle Way on theEnvironment”vii, and “Can Pollution Problems be Effectively Solved by Environmental Page 8.512.6Science and Technology?” viii. While much in-class discussion ensues, students are alsoasked to reflect on their readings and write a paper on one of the two following topics IF HUMANITY IS TO SUCCESSFULLY BALANCE ITS NEEDS AND RESOURCES ENSURING A SUSTAINABLE SOCIETY , WHAT WILL BE THE ROLE OF SCIENCE AND ENGINEERING? OR IS THE STRUCTURING AND IMPLEMENTATION OF SELF-SERVING ECONOMIC INCENTIVES THE ONLY (INTER ALIA

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Theresa Jones

andconsistent definition of both the scales being used and the constructs being measured.Version 1The first version of the Quality, Quantity and Improvement Instrument, or QQI, waspiloted the summer of 2002 in two upper level project-based courses. In an attempt toincrease validity and reliability, efforts were made to define what was meant by quantity,quality and improvement as well as a more detailed scale definition than what was used atVMI. Students were also given a “survey of the survey” to provide feedback about thesurvey. The QQI was given twice during the summer with some of the feedback from themid-semester “survey of the survey” implemented in the end-of-semester version.Version 2The next version of the QQI reflected not only adjustments

Conference Session

Professional Graduate Programs

Collection

2003 Annual Conference

Authors

Thomas Stanford; Donald Keating

education to reflect the process of engineering forcreating technology.8 This reform is not limited to K-12 or undergraduate education. It extends throughout thegraduate’s professional career in industry. The national innovation system is composed of both the nation’sscientists and its engineers. Today, the U.S. engineering workforce is a cornerstone of the nation’s thrust forcreating technology for U.S. competitiveness. And the process of engineering for the nation’s continuedtechnological development is heavily dependent upon the continued graduate development of the creative,innovative, and leadership capacity of the engineering workforce in industry, which is subsequently dependentupon the nation’s system of engineering graduate education

Conference Session

The Biology Interface

Collection

2003 Annual Conference

Authors

Maria Flytzani-Stephanopoulos; Kyongbum Lee; Howard Saltsburg; Gregory Botsaris; David Kaplan

entire system as well as for the individual units.Each unit can be well characterized individually and in detail. The foundation for this approach isa reasonably clear understanding of basic chemistry, transport processes, and their interactionwithin a unit. During the development of the chemical engineering paradigm, the interaction oftraditional chemistry and chemical engineering proved to be of benefit to both disciplines. Like allengineers, chemical engineers apply a systems approach to problem solving and produce practicaland timely designs in the absence of complete information. What distinguishes them from otherengineers is that they are deeply rooted in the chemical sciences.Curricula in chemical engineering departments reflect this unit

Conference Session

Current Issues in Information Technology

Collection

2003 Annual Conference

Authors

Lloyd J. Griffiths; Anne J. Marchant; E. Bernard White

curriculum reflects the latest advances in the IT field, includinginterdisciplinary and global approaches where appropriate. An acceptable level ofcompetency in IT can be achieved within the constraints of the required 120 semestercredit hours of class work and projects. This number of credits meets Universityrequirements as well as the existing Commonwealth of Virginia guidelines forundergraduate degrees.In addition to University General Education [GE] requirements, including humanities andsocial sciences as well as mathematics and basic sciences requirements, the BS-IT programrequires IT foundation, core, and concentration courses as described below. Eachconcentration includes a seven-hour capstone design project. As shown in the sampleschedule in

Conference Session

Contemporary Issues in Manufacturing Education

Collection

2003 Annual Conference

Authors

William White; Marie Lee; Diane Schuch Miller

Session 1363 The Development of Manufacturing Case Studies William L. White, Diane M. Schuch-Miller, Marie D. Lee Lawrence Technological University/Wayne State University/Wayne State University In manufacturing engineering education, there is a need for problem-solving projects that reflect realissues to supplement or replace drill and practice problems. Authentic activities offer an opportunity to apply newknowledge and skills to manufacturing engineering problems, test theorie s, and draw conclusions in a safeenvironment with the help of their peers and mentors. Case studies add relevance and

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Larry Goolsby

Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering EducationFigure 2 is also based on students’ responses to Question 10. The percentages reflect a fairlynormal grade distribution that is typical of both the online course and the traditional lecture/labformat course. Percentage of students, among those without prior programming experience, in each expected grade category------------------------------------------------------------------------------------------------------------Expected Grade A B C D

Conference Session

New Ideas in Energy Education

Collection

2003 Annual Conference

Authors

John Krohn

laboratoryexperiments/demonstrations, and 8 hours of facility tours.Grading for the course was based on laboratory reports, class participation, development of twoclassroom activity/lesson plans, and a class portfolio which included a daily journal of activities,impressions and reflections on lessons learned.While the primary instructors for the course came from the mechanical engineering faculty,every effort was made to keep the course at a level appropriate for the students, most of whomhad taken college algebra (sometimes several years ago!) as their highest level mathematicscourse. The class lectures were kept as informal as possible with lots of encouragement forquestions and discussions during the class.ContentA copy of the course syllabus/schedule for

Conference Session

Retention of Minority Students

Collection

2003 Annual Conference

Authors

Denise Driscoll ; Klod Kokini; Linda Katehi; Jeff Wright; Carolyn Percifield

more equitable and inclusive. Ipsaro makes the pointthat to discount, attack, exclude and/or attempt to undermine the numerical majority only impedesthe process of changing the climate of the workplace.6 Thus, it was important that we motivateand empower white and male participants to become diversity agents. In this paper, the resultsthat are described reflect the predominance of white (N = 95 out of the 134 surveys) and male (N= 80) participants that attended the forum.Survey AdministeredThe survey instrument used to assess the multicultural forum was developed to assess forumeffectiveness and forum ABC outcomes. If one ensures 1) a high quality experience (i.e.,participants rate the forum high in quality and would recommend the forum) and 2

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman; Monica Schmidt

concept was to allow the students discover the key factors ingood communication. The rubrics were to provide the students with the context of quality fromthe instructor. The effect of the change of context should be reflected in the changingcommunication skills during the term.III. ResultsThe average grade for the first four presentation was 8 points lower that the following fourpresentations two days later. The presentations scores continued to advance even though thepresenters were continually changing. By the last presentation, all the presentationsdemonstrated: • An introductory slide to establish flow • A summary slide directed to the audience with the purpose in mind

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Eswara Venugopal, University of Detroit Mercy; Robert Ross, University of Detroit Mercy

instruction2,3.Such an approach has been shown to be particularly useful in engaging a diverse student body,such as exists in the College of Engineering & Science at the University of Detroit Mercy(UDM)4,5. The student body at UDM is nearly sixty percent women, and over forty percentstudents from underrepresented groups. Enrolment in introductory physics courses that are partof various engineering undergraduate programs, broadly reflect this diversity.This paper represents an attempt by the authors to further incorporate a more student-centeredapproach to the subject through the use of in-class exercises that promote critical thinking andcollaborative learning. The paper is written as follows: In the next section, we give a brief

Conference Session

Partnerships in IE Education

Collection

2003 Annual Conference

Authors

Ratna Babu Chinnam; Joe Nguyen; Jenny Wang-Chavez; Hemalatha Sathya

, Greenfield Coalition for New Manufacturing Education, a multi-university-industrycoalition housed at Focus: HOPE organization in Detroit, MI, has been working hard to producesuch graduates, called a Renaissance Engineer.Greenfield Coalition education programs focus on instilling real-world experience into the studentpool by embracing “learning factory” techniques and e-learning technologies. The design and Page 8.740.1development of an Operations Management (OM) course reflect this set of beliefs and practice. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003

Conference Session

What's New in Engineering Economy

Collection

2003 Annual Conference

Authors

Ted Eschenbach; Mike Loose; John Whittaker

of using the marginal cost of equity is that it more closely reflects the currentsources of the firm’s equity financing. The weighted average cost of equity determines the cost ofequity based on the firm’s overall equity composition, which may not be the same as its mostrecent financing composition.Capital Asset Pricing Model. The capital asset pricing model (CAPM) was developed toexplain the variation in yield rates on various types of investments and also to provide insight intothe appropriate rate to use in discounted cash flow analysis (Kellison, p. 350).4 The main benefitis that it shows the relationship between project risk and return.The CAPM identifies two types of risk. The first is unsystematic risk, also known as unique risk.This

Conference Session

Student Learning and Research

Collection

2003 Annual Conference

Authors

Stanley Kieta; Christopher Decock; Gregory Dick; Jerry Samples

were: 1 4 2 3.9Overall Average 3.3An examination of these results leads to the following conclusions: • The students’ perceived as very good the course as a whole and the student instructors’ interest in their learning. The first result indicates that, overall, the students embraced this approach and were generally pleased with the results. The second result reflects the expected good rapport among a group of students and the seriousness with which the student

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Harvey Lyons

search for information and data thatis essential to ensure a successful project result. We found, however, that seniors typicallyresponded with reports that were rather minimal in effort and which did not reflect theirtechnical maturity. The freshmen, on the other hand, provided reports many of which werewhat one would have expected of the seniors. This paper will discuss the manner in which theteaming skills were introduced to freshmen; the manner in which they responded; the typicalresponse of seniors who were not exposed to an introductory course; and, finally, what isrecommended to extend the freshmen experience throughout the curriculum so that the seniorswould clearly demonstrate they have attained the benefits of a planned curriculum

Conference Session

Course and Curriculum Innovations in ECE

Collection

2003 Annual Conference

Authors

Srilekha Srinivasan; Robert Palmer; Michael Anderson; Lance Perez; A. John Boye

. Theprimary motivation came from the authors’ experience in trying to establish an undergraduatecommunications laboratory for the senior level course ELEC 462 Communication Systems. Thelaboratory experiments were based on the typical block diagram of a communications system,which the students implemented block by block throughout the semester. Each block was builton a breadboard using a combination of integrated circuits and discrete electrical components.Student evaluations of ELEC 462 with the laboratory component consistently reflected two facts.First, the laboratories significantly reinforced the concepts taught in class and led to greaterunderstanding of the material. Second, the majority of the time and effort spent in the laboratorywas

Conference Session

Assessment in EM Education

Collection

2003 Annual Conference

Authors

Bianey Ruiz; Stephanie Adams

statistics on demographic variables were calculated in order to define theprofile of the sample. Correlation and multiple regression analyses were run to identify therelationship between variables and identify those variables that could allow for the prediction ofstudents’ attitudes toward teamwork.Results In the sample, 84% of the participants were male and 16% female. This genderbreakdown was expected because of the characteristic sample of engineering students. Thesestatistics reflect that male domination still exists in this field. The majority of the participants(65%) are between 22 and 24 years old and most of them (40%) have spent between four andfive years in college. Forty percent of them have a GPA between 3.0 and 3.5 and only 32

Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

Fazil Najafi; Nick Safai

assessment tables should alsobe developed to reflect the student’s research work progress. From these tables, applicants areable to analyze their work, adjust and make improvements on a regular basis, and report to theiradvisors. Reports can regularly be collected by a student advisor and submitted to the IHE’sFellowship Project Director. The director evaluates the reports, makes necessary comments andreturns to the student’s advisors.Time-Line Chart A table can be prepared showing student name, admission date, semester attended (e.g.,Fall, Spring, Summer). For instance such a table can be compared with another table (workprogress) showing student name, list of activities, person responsible, start date, completion dateand status. These types

Conference Session

Teamwork, K-12: Projects to Promote Engineering

Collection

2003 Annual Conference

Authors

Stephen Silliman

ofengineering. One could also argue that the difference among the differential responses among thestudent groups reflects the fact that the majority of the REU participants come from outside ofNotre Dame and all participants in the Haiti seminar and classroom experience come from withinNotre Dame. This latter explanation is supported, to a degree, by the fact that the REUapplicants (who have not yet experienced the research effort) provide a similar difference betweenexpectation and experience as the REU participants. A second point of variation in these differential responses is in the component onundergraduate research. The participants in the Haiti seminar and REU programs, as well as theapplicants to the REU program, all note a relatively high

Conference Session

Engineering Education Research

Collection

2003 Annual Conference

Authors

Alexander Quinn; Amy Pritchett; George Nickles

stated above, mental representations cannot beProceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education Session 1630observed or explained directly. Educators can best invite learning by having their studentsengage and reflect upon their own knowledge, guiding the early explanations that will form.Learning can also be supported by better organizing information to match the background anddevelopmental stage of the learner.1 Providing organized instruction to make the structure andrelations of the material evident to learners

Conference Session

Product and Venture Creation Curriculum

Collection

2003 Annual Conference

Authors

Richard Brown; Michael McCorquodale

dollars can be attributed to the state of the national economy. Nevertheless, the sub-stantial amount of capital infusion to start-up companies reflects the fact that much early stageresearch and commercialization is occurring through emerging business and not within large cor-porate entities. These trends have created career opportunities for U.S. engineers that are substan-tially different from those of previous years. However, education will be the key that distinguishesthese engineers in the competitive marketplace. Specifically, engineers who have been introducedto business issues will have a significant advantage in building emerging businesses.C. Commercialization at the University of MichiganThe creation and launching of a new technology

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ashraf Ghaly

scientific and technical way in theclassroom. Many educational institutions have come to the realization that advancements intechnology should be reflected in newly structured civil engineering courses, and introducedchanges in their offerings. This paper attempts to offer a global view of steps implemented bylarge and small institutions to modernize their engineering curricula. Changes made by institutionswill be classified as light, moderate, or dramatic. The self-assessed degree of success of thesechanges, and the level of acceptance these newly revamped programs received will be discussed.I. Perception and RealityThe period of the mid to late nineties showed astronomical growth in some sectors of theeconomy. A close look at the areas that

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

Jerome Eric Luczaj; Chia Han

identify activities that reflect student learning and understanding, to betterunderstand when student learning occurs and to optimize institutional and instructor-basedefforts to promote student learning, we contend institutions and instructors need informationabout student behavior that is both timely and timed. We propose an automated, Internet-based,activity collection system that will capture student classroom activity, sequence this activity intoevent trails, associate these trails to learning units and connect these events to learning outcomeassessment. Too often connections between program objectives, instruction and student learningare made in retrospect as supposition based only upon final outcomes and vague recollection ofthe events. The

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Susan J.S. Lasser; Ronnie Chrestman; Matthew Ohland

courses. Page 8.672.5 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering EducationWhen the Mathematics Department offered the five-credit MthSc Pre-Calculus class for a finaltime during the summer of 1999, this last section reflected some changes in curriculum that wereto be fully realized in the fall of 1999. The grades that MEW participants received in 1999 werelower than in previous years. As Ms. Biggers remembers, “In the last summer they did 105, thematerial was already reflecting the changes, so the course became

Conference Session

Graduate Education

Collection

2003 Annual Conference

Authors

Shahram Varzavand; John Fecik; Recayi Pecen; Teresa Hall

analyze trends in graduate education, the purposes and goals of traditional vs. non-traditional technical graduate degree programs, and the needs in industrial technology and technicalareas, such as technology and vocational education. A recapitulation of conventional graduate degreeprograms noting their orientation or emphases will be covered. The degree levels normally ascribed tograduate education will also be reviewed and contrasted by discipline. Doctoral program paradigmswill be recognized, including an historical and contemporary portrayal, and an overview of doctoralprogram core components will be discussed. The configuration of the premise behind the Doctor ofIndustrial Technology program shall be reflected upon and compared to other