Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Polytechnic Institute and State University; Lynita Newswander, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

, although I don’t knowmuch about it. I was blissfully ignorant before reading this paper, thinking that resistance was Page 13.822.7fairly straightforward.” Reading articles from a variety of publication sources and written byexperts with various areas of expertise effectively stretched the boundaries of knowledge foreven the most seasoned journal club members. In fact, the professor, who has led the journalclub for more than seven years, often reflected on how she was still learning from the experience.C. Provision of space for consideration of interdisciplinary conceptsThe journal club in this study, made up of mostly environmental engineering

Conference Session

Challenges of CE Education in a Global World

Collection

2008 Annual Conference & Exposition

Authors

Stephen Ressler, United States Military Academy; Richard Gash, United States Military Academy; C. Conley; Scott Hamilton, United States Military Academy; Farid Momand, Kabul University; Qaium Fekrat, Kabul University; Aziz Gulistani, Kabul University

Tagged Divisions

Civil Engineering

time. • Throughout the March-August 2007 semester, we observed many aspects of the NMAA academic culture that do not yet reflect an appropriate university-level standard, resulting in less than optimal implementation of the civil engineering curriculum. These included a variety of distractions during evening study hours, frequent cancellation of classes due to military training events, inadequate course administration (e.g., failure to prepare syllabi in many courses), and students’ unwillingness to do homework. Some of the non- engineering majors in CE301 complained that the course was too difficult and that they should not be required to take engineering at all. To some extent, these problems

Conference Session

Technology in the Physics or Engineering Physics C

Collection

2008 Annual Conference & Exposition

Authors

Raymond Winton, Mississippi State University

Tagged Divisions

Engineering Physics & Physics

mathematics overhead andallows the novice professional to see the concepts without either investment in the analyticaloverhead nor in the extensive set of second-order parameters reflected by the parameter setsfor these advanced device models.The simplest model of the MOS transistor is represented by figure 1.1, and identifies theessential operation of the device and minimum set of device parameters. (a) 4-terminal schematic symbol (b) physical cross-section Figure 1.1. MOS device cross-section and circuit symbol.The device cross-section is the basis for the symbol and emphasizes that the device is a field- Page 13.807.3controlled

Conference Session

Design in the ECE Curriculum

Collection

2008 Annual Conference & Exposition

Authors

James Friauf, Milwaukee School of Engineering; Stephen Williams, Milwaukee School of Engineering; Steven Reyer, Milwaukee School of Engineering; Owe Petersen, Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

identified two components of life-long learning: motivation and ability.Motivation was divided into “won’t do” and “will do” practices. Ability practices were labeledas “can do” and “can’t do.” A successful life-long learner then is one who “will do” and onewho “can do.” Litzinger, et al. also cite Candy11 whose paper on self-directed learningsummarized the characteristics of the self-directed learner into two areas: personal attributes andskills. “Will do” Attributes: curious/motivated, methodical/disciplined, logical/analytical, reflective/self-aware, flexible, interdependent/interpersonally competent, persistent/responsible, venturesome/creative, confident, independent/self-sufficient. “Can do” Skills: have highly

Conference Session

New Trends in ECE Education I

Collection

2008 Annual Conference & Exposition

Authors

Fred Cady, (Retired) Montana State University; John McLellan, Freescale Semiconductor

Tagged Divisions

Electrical and Computer

are given an activity assignment that includes the followingsections: • A clear, inspiring and communicative title. • A "why" section to put the activity into context for the student. • A list of prerequisites. • Two or three clear and concise statements of learning objectives. • The information, or model, that the students are to explore to be able to meet the objectives. • Key exploration and concept invention/formation questions. • Skill exercises. • Problems or applications requiring higher-level thinking skills. • A closure including self-assessment and reflection on learning.The POGIL technique has been successfully implemented in the teaching of general

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Allen White, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; Don Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

for “Active” learning, Page 13.474.2or learning by actively doing things (as opposed to “Reflective” learning, in which someoneprefers to learn through quiet reflection), and the preference for “Sensory” learning, in whichsomeone prefers to focus on and recalls information gained from their senses through realexperiences (as opposed to “Intuitive” learning, in which someone prefers to focus on and recalltheories, concepts and ideas that are not necessarily grounded in real experience). Individualswith Kinesthetic, Active, and Sensory learning styles are, in theory, poorly served by traditionalclassroom lecture environments. Instructional

Conference Session

Innovation in Construction Engineering Education II

Collection

2008 Annual Conference & Exposition

Authors

Gouranga Banik, Southern Polytechnic State University

Tagged Divisions

Construction

and in the behavioral andquantitative sciences. The ACCE encourages accredited programs to regularly evaluate currentcurricula for and develop new curricula that reflect changing construction technologies andmanagement trends.ABET has identified a systematic approach to determine objectives and assess outcomes, whichis represented here in figure 1. (It is shown as slide 18 in Reference 3.) The process of definingand prioritizing objectives and outcomes requires participation by key constituencies chosen bythe university. State and federal agencies will influence outcome requirements. In addition tofaculty, potential industry and government employers of the graduates are major stakeholdersand can make a valuable contribution. Constituents must

Conference Session

Anything New in the Mechanics of Materials?

Collection

2008 Annual Conference & Exposition

Authors

Arturo Fuentes, University of Texas-Pan American; Stephen Crown, University of Texas-Pan American; Bob Freeman, University of Texas-Pan American

Tagged Divisions

Mechanics

STAR Legacy learning cycle2,3. The authors have Page 13.676.2supplemented the HPL theory with explanations of the Legacy learning cycle from a new pointof view and with new implementation ideas. The author’s contributions to the Legacy learningcycle and the focus of the solid mechanics challenges are discussed in this section.First, a brief description2 of the Legacy learning cycle as described by it’s developers isparaphrased below.Look ahead: The learning task and desired knowledge outcomes are described here. This stepalso allows for pre-assessment and serves as benchmark for self-assessment in the Reflect Backstep.Challenge 1: The first

Conference Session

Best Practices in Aerospace Education

Collection

2008 Annual Conference & Exposition

Authors

Kristi Shryock, Texas A&M University; Helen Reed, Texas A&M University

Tagged Divisions

Aerospace

methods in this paper.BackgroundFounded in 1932 under the name Engineers' Council for Professional Development, ABET(formerly Accreditation Board for Engineering and Technology) accredits post-secondarydegree-granting programs. Many people interpret this to mean that ABET accredits departments,colleges, or even courses. In reality, ABET accredits programs, and your accreditation workshould reflect the program as a whole.Some programs treat the six-year time lag between visits with the following timeline: - Year 1 – Celebrate success of previous ABET visit. - Years 2-4 – Feel that ABET is a long time away. - Year 5 – Begin to worry about ABET visit the following year, and survey every class imaginable to be ready for year 6 with the

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

' contributions to forums, conference discussions, student presentations at conferencesand projects selected by teams. Many of the homework assignments require students to criticallyexamine management processes and practices within their own organization; the resultinginterviews with colleagues and the subsequent constructive analysis have proven valuable tostudents.As mentioned above, the TPM course is conducted over a 16-week semester schedule. Thetypical weekly rhythm of the course is reflected in Figure 3.Figure 3: Weekly Rhythm of CourseThe following activities are part of each week: • Students begin each week’s lesson by listening to a brief (15-30 minute) recording that

Conference Session

Mentoring Graduate Students

Collection

2008 Annual Conference & Exposition

Authors

Ram Mohan, North Carolina A&T State University; Vinaya Kelkar, North Carolina A&T State University; Ajit Kelkar, North Carolina A&T State University

Tagged Divisions

Graduate Studies

challenging, the positive outcome of such interdisciplinary education is that thegraduates are able to technically understand and communicate effectively across disciplines incomplex problem areas where such interdisciplinary interactions are not only critical, but arerequired in the current market place and global economy. This is reflected in the careerplacement of graduates in areas that generally would not have been possible based solely on theirundergraduate field.IntroductionThe new paradigm in graduate studies is interdisciplinary programs that meet the technical needsof the current practices in the field and industry. Modeling and simulation built uponcomputational science and engineering has now become the third key solution methodology

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

First-Year Programs

the program left for reflecting”Student ExpectationsInstructors expressed surprise, and frustration, with the students’ expectations of theirinstructors: “People will email in ways that will make it seem like I’m serving at McDonald’s rather than serving as a professor. I’ll get a message like “this assignment is marked incorrectly. Correct it at once!”.” Page 13.1228.7 “They want solutions to things, practice exams, bulletin board, email response, TA's in the lab – if they’ve ever gotten it in the past, than they want it in your course.” “consumer mentality of education also plays a part. They have expectations that I don’t yet

Conference Session

Multidisciplinary Curriculum Innovation

Collection

2008 Annual Conference & Exposition

Authors

Ronald Kander, James Madison University

Tagged Divisions

Multidisciplinary Engineering

Academy of Engineering (NAE), “The Engineer of2020” (1) and “Educating the Engineer of 2020” (2), were important resources. These reports,prepared by industry and academic leaders in engineering, are the result of an NAE initiative thatattempts to prepare for the future of engineering education by addressing questions such as: (1)• What will or should engineering be like in 2020?• Will it be a reflection of the engineering of today and its past growth patterns or will it be fundamentally different?• Can the engineering profession play a role in shaping its own future?• Can a future be created where engineering has a broadly recognized image that celebrates the exciting roles that engineering and engineers play in addressing societal

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin - Madison; Gerry Galloway, University of Maryland; Thomas Lenox, ASCE; James O'Brien

Tagged Divisions

Civil Engineering

ways the BOK could be used by prospective civil engineering students, high school counselors, parents, employers, and others. It is very important to note that, from ASCE’s perspective, the BOK represents a strategic direction for the profession. Under today’s accreditation and regulatory processes/procedures, some of the elements of the BOK may not be translated into accreditation criteria and licensing requirements in the near term. To say it another way, the BOK describes the “gold standard” for the aspiring civil engineering professional. Since input into the accreditation and licensing processes comes from a considerable number of stakeholders beyond just ASCE, it is unlikely that these processes will reflect

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Gerard Rowe, University of Auckland; Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

ability to relate the distributed-parameter values to transmission-line characteristics such as characteristic impedance and velocity of propagation. (c) the ability to calculate reflection and transmission coefficients of mismatched transmission lines (d) the ability to explain the characteristics of lossy transmission lines, specifically loss, dispersion and cross-talk. 9. To be able to perform calculations involving simple magnetic circuits, including calculations of magnetomotive force, flux and reluctance and the design of simple inductors. 10. To understand the operation of, and be able to perform simple calculations on, permanent magnetic circuits. 11. To be able to describe the

Collection

2008 ASEE Midwest Section Conference

Authors

W. Roy Penney; Kendal J. Brown; Joel D. Vincent; Edgar C. Clausen

the structure of the experiment serves as an example of acomplete, well executed instructional activity.Experimental Equipment and Supplies ListThe following supplies and equipment were used to perform the experiment. Of course, the sizeof the plate and corresponding picture frame are not critical to the experiment, and the size givenbelow reflects what was available to the students. • 26cm x 34cm picture frame with a glass plate, but no backing • Dow Styrofoam® insulation, 2 in thick • Packing tape • 26cm x 34cm aluminum plate, 1/8 in thick • Non-reflective black spray paint • Stopwatch • Thermocouple and reader • Watertight bag of iceExperimental ProcedureA schematic drawing of the experimental apparatus is presented

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Dean Aslam; Aixia Shao

, sothat white light impinging on the film isreflected with a hue that changes with thickness.As shown in Fig. 8, the light is reflected fromthe top and bottom surfaces of skin of the bubble.Just before the bubble bursts in the air due toevaporation, it usually shows destructiveinterference for visible light of shorterwavelengths. For example, as shown in Fig. 8,upper skin of a large bubble is thinner leading toconstructive interference of yellow color.Depending upon the angle of incidence, the skinthickness in upper part may be in the range of200 nm. Questions: Can our eyes see a film of 200nm? How can you explain the reflections of lightfrom the top and bottom surface of the film?Does the light reflected from the bottom surface Fig. 7 The

Collection

2008 ASEE Zone 1 Conference

Authors

Dean M. Aslam; Aixia Shao

, sothat white light impinging on the film isreflected with a hue that changes with thickness.As shown in Fig. 8, the light is reflected fromthe top and bottom surfaces of skin of the bubble.Just before the bubble bursts in the air due toevaporation, it usually shows destructiveinterference for visible light of shorterwavelengths. For example, as shown in Fig. 8,upper skin of a large bubble is thinner leading toconstructive interference of yellow color.Depending upon the angle of incidence, the skinthickness in upper part may be in the range of200 nm. Questions: Can our eyes see a film of 200nm? How can you explain the reflections of lightfrom the top and bottom surface of the film?Does the light reflected from the bottom surface Fig. 7 The

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

. Leaders’ perspectives were captured through a series of three one-on-one interviews conducted over the course of an academic semester as they were team-teaching. Our participants, who were not all engineers, worked closely with engineering faculty —the content experts— and learning scientists — experts in pedagogy— over the course of a semester. Weekly group meetings were held to review the recitation activities, reflect on our team’s teaching practices, discuss students’ reactions, and consider strategies to enhance the effectiveness of our course deliverables. At these meetings, we cultivated a learning community in which we encouraged the recitation leaders to facilitate the learning process, instead of trying to be the main

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Sislena Ledbetter, Howard University; Dawn Williams, Howard University; Janice McCain, Howard University

Tagged Divisions

Educational Research and Methods

generalize beyond the population from which it was taken. Finally, student names usedthroughout this paper are for ease of reading and were not used as identifiers while participantsin this study.Background: The case for diversityDiversity means many things to many people. It is a construct evolving out of corporateAmerica’s need to reflect a more diverse, and inclusive workforce, integrate the standardbusiness model, and ultimately level the global playing field. Diversity is evolving. Volumes ofdiversity research catalog this progression to include differences in gender, age, race, politicalaffiliation, religion, sexual preference…etc. This study will also show an array of definitions ofdiversity as aforementioned.In academia, administrators

Conference Session

SE Curriculum and Course Management

Collection

2008 Annual Conference & Exposition

Authors

J. Scott Hawker, Rochester Institute of Technology; Ian Webber, Rochester Institute of Technology; Michael Starenko, Rochester Institute of Technology; Jeremiah Parry-Hill, Rochester Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

. Page 13.992.2Further, by organizing the content and presenting it in a way that reflects the structure ofknowledge in the software engineering discipline, we expect that the students will more readilygrasp discipline-specific concepts and concept relationships, thereby better organizing andintegrating their learning from course to course over their academic and professional career. Theintended result is a repository of readily accessible and understandable learning content and alocation (a “studio”) for team collaboration.We have implemented a testbed, called Knowdio (a contraction of Knowledge Studio), thatimplements a portion of our system vision. The testbed allows experimental assessment of theeffectiveness of this learning and knowledge

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Jon Carson, Pennsylvania State University - Wilkes-Barre

Tagged Divisions

First-Year Programs

assigned task. The project isevaluated and graded based on meeting the criteria or objectives in the problem statement.Grades assigned to each individual depend on the expectations of the instructor. The simplestapproach is to assign the same grade to all members of the group regardless of the individual’scontribution to the project. Assigning grades that reflect an individual’s effort requiremeasurement and assessment of criteria to allow differentiation within the group.If one of the educational objectives is learning to work in groups, then evaluation of team skillsshould be part of the grading process. Techniques, skills, and methods of working togethershould be incorporated into the group project. Measurement of the student’s application of

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education

Page 13.767.3about what is possible and desirable.6 Hence, technologies have “politics” built in. Whileknown primarily as an STS scholar and political philosopher, he has also published within thedesign studies community, his major publication extending prior work on the politics oftechnology. In one contribution to the design studies community, Winner calls for moresystematic attention to, and more careful reflection on, how our built world fits with our bodypolitic, or in other words how technologies fit with our overarching political ideals and goals.7According to Winner, “There is as yet no well-developed discipline or well-focused tradition ofthought and practice that tries to do this, to specify which patterns of material

Conference Session

Engineering Economy -- Outside the Introductory Course

Collection

2008 Annual Conference & Exposition

Authors

William Peterson, Arizona State University

Tagged Divisions

Engineering Economy

of this paper was asked toreview for IIE Transactions on Operations Engineering a few years ago. The book is anexcellent presentation of cost estimating principles however its treatment of engineeringeconomy is problematic in several regards.One fault which the author of this paper has is with the depreciation section which does not seemto use the current MACRS but the older ACRS. While the text does suggest that interestedreaders go to the relevant IRS documents, it seems that even a hypothetical example in a text soclosely related to engineering economics would reflect current practice. This seems problematic.Additionally, in the chapter on engineering economy it presents return on investment first. ROI ispresented without the strongest of

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin - Madison; Natalie Tran, University of Wisconsin - Madison; Allen Phelps, University of Wisconsin - Madison; Amy Prevost, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

mathematics are distributed across grade-level groupings. In contrast, the sixhighest-achieving countries’ topics are sequenced to reflect the hierarchical and logical structuresof the mathematics discipline14.Analyses of secondary mathematics textbooks used in TIMSS also showed variation in content,presentation, and task. The variation found in the textbooks suggests that textbook content maynot be compatible with students’ mathematical conceptions, and this may hamper learning6.Studies have even shown that textbooks can have organizational structures that are at odds withwhat is empirically known about students’ mathematical development. For example, in algebraeducation “textbooks organized around the principle of symbol precedence,” which

Conference Session

International CIase Studies: Collabs, Exchanges & Interactions

Collection

2008 Annual Conference & Exposition

Authors

Daniel Borrelli, McMaster University; Susan Masten, McMaster University

Tagged Divisions

International

their own understanding and knowledge and be able to present it clearly andcoherently to others. They change from “passive recipients of information to active controllersof learning”.2 All teaching assistants who responded to a survey (see the Appendix for asummary of the survey results) asking them to reflect upon this role stated that being a teachingassistant has affected their view of the educational process. One teaching assistant wrote, Page 13.487.3“[t]eaching the same material for some time gives you a better idea of what are the commonpitfalls and misunderstanding that will occur when students are learning the new material andyou can

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Monica Cardella, Purdue Engineering Education

Tagged Divisions

Educational Research and Methods

systematic set of procedures to develop an inductivelyderived grounded theory about a phenomenon" [25, p.24]. The five processes of modifiedanalytic induction (mentioned above) reflect the systematic set of procedures within thegrounded theory paradigm.Collecting and coding the material constituted step one of the constant comparative analysis.Codes are abbreviations or symbols applied to a segment of words to facilitate sorting andclustering word segments relating to a particular topic or question [23]. Using the guidingquestions, the first author developed categories of information (open coding). In the open codingphase, the first author examined the textual and visual information (transcripts and drawings) forsalient categories of information

Conference Session

NSF Grantees Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Sharlene Katz, California State University-Northridge; Robert Alldredge, Allan Hancock College

-person/on-line hybrid 2+2 B.S. Program in Information Technology program. After only two years the program produced its first two graduates in Spring 2007. The program has an impressive retention rate of over 90%. • Students in the California State University, Fresno Industrial Technology online/hybrid program continue to progress. Over 50% of the initial 2005 cohort have graduated with their B.S. degrees. • A feasibility study was conducted to access the need for a new four-year engineering technology program in the region.Objective 3: Implement regional programs in Information Technology, Engineering Technology and Manufacturing Technology that reflects existing and emerging industry needs. • CREATE has developed and

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Matthew Miller, Society of Automotive Engineers International; Elizabeth Bachrach, Goodman Research Group, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

rewarding. In fact, volunteers reported they had workedwith the same school for three to four years, on average, suggesting that strong and sustainablerelationships are formed through the AWIM program.Volunteers perceived positive student reactions to their involvement in the AWIM activities,from their interest in the activities to their interest in learning more about STEM topics in thefuture. Table 4 shows mean ratings of the extent to which volunteers believed several statements(i.e., AWIM’s intended outcomes) accurately reflected students’ reactions to their participationwith the AWIM Challenges. Ratings were made on a scale from 1 (Not at all) to 5 (Quite a bit).Table 4Volunteers’ Perceptions of Students’ Reactions to their Participation

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Shannon Davis, University of Arkansas; Bryan Hill, University of Arkansas; Carol Gattis, University of Arkansas; Bradley Dearing, Illinois State University; Edgar Clausen, University of Arkansas

Tagged Divisions

K-12 & Pre-College Engineering

surveyresponses of the participating science teachers.12 Participating schools and teachers committedto full participation in the three-year program. 13, 14Follow-up activities during the academic year, including observations by UA mentors andparticipating science teachers, were designed to provide additional time for inquiry, reflection,and mentoring and to sustain the long-term practice of including hands-on laboratory activitiesaligned with the Science Frameworks.Year One Workshop ActivitiesThe year one Summer Institute was focused on providing engineering hands-on activitiesteachers could subsequently conduct in their classrooms. For each activity, the Instituteprovided: 1) a presentation and discussion of the topic background; 2) time to perform