Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Steven Beyerlein; Jeff Williams; Beth Milligan; Andrew DuBuisson; Robert Drew; Karl Rink; Edwin Odom

to assess more frequently and reliably. This is complicated by the fact that there is ahigh degree of self-reporting and self-reflection that is part of this process.Conclusion Teams gain confidence, trust, and sense of belonging from early external leadership. Under-performing teams usually struggle with team dynamic problems, such as lack of commitment,rather than technical issues. A rubric, based on teamwork concepts from Execution,5 helpsmeasure team formation and growth. Mentors and faculty observe that teams research earlier andcreate better customer interview questions as a result of graduate student leadership early in Page

Conference Session

Curriculum Development in Manufacturing Engineering Technology

Collection

2003 Annual Conference

Authors

Andrew Otieno; Clifford Mirman

Engineering Technology (MET) program has been in the process ofrevising its curriculum to reflect needed industry skills12. Through feedback from Departmentalindustrial advisory boards, several areas were identified for improvement or incorporation intothe curriculum. Some of the areas specifically modified included metal fabrication and forming,mechanics, strength of materials and solid modeling. To strengthen the automation courses, thefollowing areas were included into the program or underwent major revisions: robotics, visionapplications and NC/CNC. Very significant changes took place in the structuring of thesecourses especially in the “newer or emerging” technology areas. While the curricula reformprocess was in progress, it was determined

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Onofrio Russo; Gunter Georgi

student’s Portfolio Book for content and completeness. e. The student team is required to test a part of their robot program. This is known as Component Testing and will be covered in detail in the next section of this paper.3. Milestone 3 (Progress Presentation 3): This consists of (a) Powerpoint presentation, (b) revised draft of the Final Proposal, (c) review of their Portfolio Book, and (d) continued testing of improved versions of their robots. Milestone Due: Week 10 of 11. a. The Power Point Presentation contains the project schedule from Progress Presentation 2 and third revision of the project schedule to reflect changes and difficulties that have occurred. It shows “work arounds” to get

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Sundiata Jangha; Richard Peltier; Pamela Reid; F. Scott Cowan; Christal Gordon; David Woessner; Douglas Edwards; Donna Llewellyn; Marion Usselman

students, and school administrators—report that theNSBE Jr. chapters provide them with very valuable experiences. Because of the national trendtowards emphasizing school-university partnerships, it is useful to reflect on what benefits areobtained from these NSBE Jr. experiences as we try to build bridges between the K-12 andhigher education communities.For High School StudentsThe high school students benefit from a NSBE Jr. chapter at their high school in a variety ofways. However, they mainly benefit from the link between classroom instruction and applyingthis knowledge through the various NSBE Jr. activities. By applying the classroom knowledgethrough projects, presentations, and competitions outside of the classroom, students aremotivated to

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

William Davis; Wayne Sarasua

hadto be reduced or omitted. For example, the lectures and laboratories on taping techniques werereduced considerably from what was covered in the past. Further, in an effort to respond torecommendations from local surveyors, more emphasis was placed on the use of total stations inthe surveying portion of the class.The Georgia Tech course quickly improved by responding to feedback from students and alumni.The course was further improved when enhancements in software and hardware used for thecourse were added. To better reflect the broader spatial emphasis of the course, its name waschanged to "Geomatics." This paper presents lessons learned in developing the Georgia TechGeomatics courses as well as similar courses taught at Clemson University

Collection

2001 Annual Conference

Authors

Douglas Goetz; Darin Ridgway; Ben Stuart; Valerie Young; Michael Prudich

not generated dissatisfaction with fairnessin grading, in spite of the high number of rewrites assigned compared to previous years.Undoubtedly, the number of rewrites assigned increases with the implementation of gradingsheets. In Fall 2000, one instructor assigned seven report rewrites. Most years he assigns noneon the same two experiments. D. Ridgeway assigned seven rewrites, compared to his usual oneor two for one experiment. M.E. Prudich assigned eleven rewrites, compared to the normal twoor three for that experiment. Rewrites in Fall 2000 were assigned for failing a Gateway Criterionor failing one or more Primary Traits. This reflects a philosophy that each Primary Trait reflectsa goal deserving at least some attention, and that Traits

Collection

2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

Engineering gave up the newly renovated space in the basement and renovated sixclassrooms on the 2nd floor in what was the Engineering Graphics space.VI. Freshman Engineering Honors Program 1997-2001In Autumn 1997, approximately 70 students were in the Gateway Program. As the yearprogressed, the name of the program was changed to the Freshman Engineering Honors Program(FEH) to reflect that it had been approved as an Honors sequence. At the same time, onlystudents designated by the University as Honors could participate. A critical event happened inWinter of 1997 when Dr. Freuler joined the program to teach the Engineering Problem Solvingand stayed to become a permanent part of the FEH Program. The presence of two facultymembers ( Dr. Demel and Dr

Collection

2001 Annual Conference

Authors

Michael Rudisill

if specificallyqueried in the survey.The top two laptop uses were as could be expected–general word processing and accessingcourse materials. Since all homework and lab assignments had to be accessed on the networkand lab reports at least had to be word processed, this result could be expected. Spreadsheet usealso ranked fairly high, which probably reflects the author “forcing” the students to do theirgraphs on the spreadsheet.Dedicated programs (programs specifically used for a class–such as the MicroSim PSPICEprogram which all the students in these two classes had to use, or Visual Basic for students inthe programming class) also ranked fairly high in the laptop utilization. In some of thecomments at the end of the survey students that had

Collection

2001 Annual Conference

Authors

Teresa Larkin-Hein

1 0 0 1 B- 28 F 1 0 0 1 BAn interesting issue arises upon inspection of the students’ course grades. That is, all but one ofthe students who actively used the listserv received a grade of B- or higher. This distribution ofgrades is not reflective of the overall distribution of grades for the entire course (approximately Page 6.458.420% A’s, 35% B’s, 35% C’s, and 10% D or lower). In addition, the overall GPA for all students Proceedings of the 2001 American Society for

Collection

2001 Annual Conference

Authors

Paul Wojciechowski

American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education discussions with ABET and/or attendance at one or more annual meetings, such as EAC Day.5. Curriculum. Curriculum must be developed to reflect the program philosophy and mission. Two essential ingredients are (i) a thorough process of “benchmarking” with similar programs at other institutions, and (ii) close interaction with industrial constituencies.6. Student Recruitment. The challenge of recruiting students to a program that exists only on paper requires a great deal of inventiveness, individual hard work, and help from the institution, particularly the Office of

Collection

2001 Annual Conference

Authors

Carl White; Myra Curtis; Clifton Martin

has been theimaginative integration of design activities throughout the educational pathways of our students– including the K – 14 pipeline. Programmatic themes are “Learning by Design”, “Our Role inthe K – 14 Community”, and “Student and Faculty Development.”2Morgan State UniversityMorgan State University is an historically black institution with the unique designation asMaryland’s public urban university. Morgan’s programs reflect the commitment of theuniversity to have major impact on the underrepresentation of blacks and other minorities in theprofessional labor force within the city, state, and nation.3 Morgan State University’s variouspre-college and outreach programs reinforce this commitment. Thus, the ECSEL “Learning byDesign”, “Our

Collection

2000 Annual Conference

Authors

Brian S Macherone; Jagdish T. Gajjar; Cherrice Traver

make them multidisciplinary.Multidisciplinary projects help motivate students to be interested in topics outside their eventualmajor and to appreciate the connections between disciplines and the need for life long learning.The projects also needed to be large enough for every student to play a valuable part while stillholding out the possibility of completion to a functional state within one ten week term. Theactivity therefore needed to be fairly large, realistic, and multi-disciplinary and to have somelongevity past its completion. The last criterion, longevity, was used both as a motivationalfactor for the students and also to serve as a point of reflection later in their education.Another criterion for the formulation of the project was

Collection

2000 Annual Conference

Authors

Marilyn J. Smith

required senior level course, it was apparent that although most students felt that theybenefited from the experiential opportunities provided during class time, many were still veryresistant to preparations outside of class (reading material that was previously class lectures).Because this method of teaching is different than the traditional methods utilized in other corecourses, it appears that the Hawthorne effect is apparent when new methods are introduced atsuch an advanced level in the curriculum. It is noted that this effect was only obvious in therequired course; student opinions on the elective course did not reflect the same attitudes. Thismay be because the elective class was taken only by students who were learning-oriented, asopposed

Collection

2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

, butrather to raise awareness of the criteria and characteristics one should consider when creatingnew faculty development activities, and to provide an example of a model that has worked in ouruniversity environment. Assessment results indicate the workshop is useful to new faculty.However, in order to maintain that level of usefulness we must continually re-evaluate thechanging needs of our new faculty population, adjust our pedagogy and re-measure oureffectiveness.References[1] A. E. Austin and M. D. Sorcinelli, “Summary and further reflections,” in Developing New and Junior Faculty, vol. 50, New Directions For Teaching and Learning, M. D. Sorcinelli and A. E. Austin, Eds. San Francisco: Jossey-Bass, 1992, pp. 97 - 100.[2

Collection

2000 Annual Conference

Authors

Joseph H. Nevin; John L. Bellando

navigation panel with usefulbuttons and two sets of forward/back arrows. The navigation panel extends along the left handside of the screen, and due to its coloration and distinct appearance, captures the users eyewithout overwhelming the information presented in the main area of the screen. The user ispresented with a number of navigation buttons, each of which is labeled at the top of the screenas the mouse is moved over them. In this way, the user is able to choose the area of the programto explore. These areas are chosen for their global nature and do not necessarily reflect specificsections within the application. Each of these buttons will be explained in detail in the followingsections.The second group of navigation buttons—two sets of

Collection

2000 Annual Conference

Authors

Mark L. Smith; Kenneth E. Rowe; Carlos R. Morales; Rick L. Homkes

the document is very important because it reflects the values of the schoolgranting tenure. Therefore it is a good idea to find the sample format in the promotion andtenure manual described in the previous section and create the template for your own document.If you can, get a copy of someone else's document, preferably someone who has just achievedtenure. You may be surprised that the stated value of your organization does not match theactual values. Do not worry if it contains lots of accomplishments compared to yours, they havealready been through the process, you are just beginning. You must start immediately, however,as it will be almost impossible to create an entire document, often 20 pages in length, in onlyyour fifth year. Thus you

Collection

2000 Annual Conference

Authors

Saleh M. Sbenaty; Claudia House

, and who possesses the required communication tools.Another job skill easily explored through case-based instruction is teamwork. Cases are oftenassigned as small group work to be completed both in and outside classroom. Groups must shareresources and work toward a common goal. This reflects the problem-solving method most oftenemployed in industry: interdepartmental committees. Each of the TEFATE and SEATEC casestudies has components that are easily adaptable for small group work such as communicationsassignments (reports, memos, and/or oral presentations).VI. Participation by Other FacultiesIn order to support and develop instructors who want to use the case method in their classrooms,a Professional Development Team was formed from SEATEC

Collection

2000 Annual Conference

Authors

Vincent M. Allen; Garrett Harris; Bruce Segee

++. Programmers had reusable libraries thatcould be used in their code, but like the boards had to be tailored to their specific application. Inmodern times, it is possible to buy sections of houses already built, and join them together in anymanner desired. A whole house can be made literally room by room, with a minimal amount ofconstruction required. All the homebuilder needs to do is join the ready-made modules together.This is completely reflected in the design nature of ActiveX controls. Previously writtencomponents are joined together with minimal amounts of code.The progression of software engineering to reusable components has significantly reduced theamount of time for developers to go from the initial conception of an idea to a finished

Conference Session

Inter. collaboratory efforts in engr edu

Collection

2002 Annual Conference

Authors

Uriel Cukierman; Jorge Vélez-Arocho; Ciristián Vial; Miguel Torres-Febus; John Spencer; Lueny Morell

that to achieve the honest and valued partnerships with universities there mustlong-term commitments coupled with a reflective approach in identifying the needs, goals, andproblems within each university. As shown by our “University Relationship Model (Figure 3)”,by design we are trying to incorporate activities and engagements that lead to a more ‘holistic’and long term investment. Microsoft/University Relationship M o d e lABETS u certification p p o r t i n g and P a accreditation r t n e r s h i p we , Pbelieve i p e l i nise a, corner-stone

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Julia Williams

part of technicalcourse requirements. These principles need not be elaborate or theoretical. Instead, students will Page 7.674.7get a very clear sense of the persuasive dimension of engineering practice if they are required to Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Educationthink more reflectively and critically about their role in society and the function ofcommunication and civic discourse.Bibliography1. Lane, Neal. 1998. "The Civic Scientist and Science Policy." Science and Technology Policy Yearbook

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Betsy Dulin

session, the participants provided input on revising andupdating a graduate engineering curriculum designed primarily for working professionals.Although the group stressed the importance of keeping their engineers up-to-date with rigoroustechnical courses that reflect the newest technology, an overwhelming majority of the managerskept returning, again and again, to the importance of other professional skills such ascommunications, leadership, and the ability to both identify and work within the confines ofpolitical and social institutions. While not phrasing their answers explicitly in terms of “publicpolicy,” when pressed for examples, the engineering managers often referred to situationsinvolving the public policy process, including the

Conference Session

Learning Styles

Collection

2002 Annual Conference

Authors

SangHa Lee; Stefani A. Bjorklund; John Wise; Thomas Litzinger

© 2002, American Society for Engineering Education - “Experts notice meaningful features and meaningful patterns of information that are not noticed by novices. - Experts have acquired a great deal of content knowledge that is organized in ways that reflect a deep understanding of their subject matter. - Experts knowledge is ‘conditionalized’ on a set of circumstances.”Thus, evidence of expertise would include the development of more sophisticated knowledgestructures, problem-solving driven by underlying principles rather than surface features, and anunderstanding of when, where, and why a given method to solve a problem can be applied.Unfortunately, the expert-novice literature does not provide much insight into the process

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Samir Moujaes

Page 7.155.8 The purpose of the center is to help NP reduce the peak power demand which thecompany has to go out usually and purchase on the open market at very high prices. TheEAC includes two undergraduate students, an assistant director and myself as the directorof the center. List of names of potential customers are provided to us by NP with a noteabout the contact point for each entity and what they maybe contemplating on doingconcerning energy conservation technologies. These technologies could range fromapplying highly reflective paints on the outer shell, changing to new HVAC equipment,applying occupancy room sensors to name a few. An initial visit is achieved between arepresentative of the customer and either myself or the

Conference Session

Learning Styles of Engineers

Collection

2002 Annual Conference

Authors

Tom Scott; J. Elaine Seat; J. Roger Parsons

, goal-oriented, and focused on the facts.INTJINTJs combine their love of personal reflection with a structured and logical assembly of endlesspossibilities. They excel at coming up with new schemes. However, their structure and logiccan make them self-assured and righteous about their ideas. If they aren’t careful to considerothers in the group, they may not be heard – simply because of how they present their ideas.Another common classification using the MBTI preferences is called the four temperamentgroups. This classification groups people who share two MBTI preferences in a mannerdescribed by Kiersey and Bates2. These temperament groups are the SJ, practical and organizedand often motivated by what they “should do”; the SP, reality-based and

Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Wendy Newstetter; Paul Benkeser

just as interested in howstudents have integrated and interpreted all the concepts in relation to the problem and to theother new concepts. To use a metaphor of sorts, we are interested in the topography of theirlearning rather than a fixed snapshot of parts. We want to see a landscape of all the informationthey have gleaned from their own and the research of others in the group. We want to see thecomplexity of the relationships across concept types. We want to understand how their newknowledge is anchored in the problem and integrated so as to reflect relationships and linkages.For this reason we have used concept maps as the data collection instrument because they forcestudents to link concepts and articulate the ways that those concepts

Conference Session

ET International Collaborations

Collection

2002 Annual Conference

Authors

Rafiqul Islam

campus is also a decisive factor and issues such as accommodating education and family (childcare). The elimination of harassment, sexism, and discrimination will have a positive impact on the retention of women who have chosen to be engineers. Active participation of woman is also desired to make sure that their perspectives and needs are adequately reflected in the governance of the profession. The Page 7.985.6"Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society of Engineering Education" women

Conference Session

Design and the Liberal Arts

Collection

2002 Annual Conference

Authors

Gayle Ermer; Steven VanderLeest

might be: 1) alter the data as your bossrequests, 2) alter the data, but write a memo to keep in your file that expresses your disagreementwith this request, 3) refuse your boss’s request, 4) refuse your boss’s request and go to yourboss’s superior to report his unethical behavior. The simple form of a decision matrix (withoutweights) that might aid in analysis of this case is shown in Table 2. In ranking each alternativewith respect to cultural appropriateness one might consider the corporate culture of theemploying company. The scores in the table might reflect that in this company data are notalways taken that seriously and loyalty to an immediate superior is highly valued. Transparencymight include the idea of honesty and the issue of

Conference Session

Teaching Teaming Skills Through Design

Collection

2002 Annual Conference

Authors

Steve York

students pick their own. This enables theinstructor to assure that the teams reflect greater student diversity. Alternatively, teamsmay be randomly assigned or picked based upon certain experience factors such ascomputer skills, drafting experience, and proficiency with tools. Ultimately, each methodof forming teams has pros and cons; therefore some teams will be more functional thanothers.Within the first few class lessons, students are given a brief introduction to the designprocess. Our coverage of design is limited to brainstorming, research and development,analysis of alternative designs, sketching, and the written report. The teams are requiredto maintain meeting logs that include attendance, meeting minutes, and workassignments. Typically

Conference Session

Trends in Engineering Economy Education

Collection

2002 Annual Conference

Authors

Joan Burtner

engineeringeconomy course may want to consider incorporating a multimedia case study that reflects thecomplexity of economic decisions in a real-world environment.BackgroundMercer University offers an ABET-accredited BSE degree with biomedical, computer, electrical,environmental, industrial, and mechanical engineering specializations. A course in engineeringeconomy has been part of the required BSE curriculum ever since Mercer University establisheda School of Engineering. For many years, the course was taught at the junior level and includedstandard engineering economy topics. The transformation of the Engineering Economy coursebegan with a two-year-long curriculum renewal effort instigated by the transition from thequarter system to the semester system

Conference Session

Rethinking Culture and Engineering

Collection

2002 Annual Conference

Authors

Diana Dabby

help shape the class, and take ownership of it, the ten students enrolled in theseminar effectively invented their class culture. Active participation in discussion reflectedmultiple points of view, insight, and catalyzed more discussion-centered classes. Theparticipation factor, coupled with the difficulty of predicting how long certain class discussionsmight go, demonstrated a clear need for a semester-long seminar for greater flexibility. Theirwritten assignments reflected points of view that often magnified the reading at hand,demonstrating the importance of every reader to the topic under review—a format thatcapitalizes on each student’s “eyes” so that all benefit from one another’s discoveries. Theiractive engagement in the seminar helps