Conference Session

Assessment in EM Education

Collection

2002 Annual Conference

Authors

Bonnie McCormick; Jessica Matson; David Elizandro

semester.Table 1 presents the Degree Program Objectives for current and proposed degree programs.Objectives for the biology, chemistry, and mathematics degrees reflect several degree options.Table 2 presents Degree Program Outcomes for each degree. The degree program outcomesfocus on components of the curriculum. The common objectives, or signature, of the academicdegree programs administered by the School are that all graduates have a(n):Ø Ability to function on multidisciplinary teams.Ø Understanding of professional and ethical responsibility.Ø Ability to communicate effectively.Ø Knowledge and skills derived from a liberal arts education.Ø Recognition of the need to engagement in life-long learning.Ø Understanding of leadership and

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Steven Schreiner

semester, they would record 98 logins, assuming a 7-day week. The survey allowed formultiple choices on this question; variable phrasing was allowed. In those 10 cases wherestudents picked two login rates, the lower rate was included in the opinion and is shown inFigure 2. A possible explanation for the students’ impression is that the students may have beenbiased by the login activity at the time of the survey; these data may not reflect a consistentbehavior for the semester. 60 Server Number of Students 50 Student Opinion 40 30 20

Collection

2001 Annual Conference

Authors

Tanya Zlateva; Julia Burstein

– Strongly Disagree (question/statement is absolutely false), 2- Disagree (question/statement isabsolutely false), 3 – Uncertain (question/statement is correct, but I have no particular opinion on it), 4 –Agree (question/statement accurately reflect how I feel), 5 – Strongly Agree (question/statement understatesmy opinion, please comment).Number of students responding:13Number of students in the class: 16 Frequency of responsesI. Summary 1 2 3 4 5 AVERAGE1. The MET CS Department of BU should aggressively develop this training offering

Collection

2001 Annual Conference

Authors

W. Bernard Carlson; Rosanne Welker

a context in which the normal rules do not apply. (Mulder’s use of the wordwhammy reflects other definitions of this slang term; according to the Oxford EnglishDictionary, it was first used by Al Capp in the comic strip “Li’l Abner” in which one characterthreatened to put a hex or to invoke supernatural powers by putting the “whammy” on anothercharacter.) Hence, in talking about the Whammy Line, we want to signal to the students that weare leaving the realm where normal rules apply. Unlike Mulder, we don’t invoke supernaturalforces, but we do want to students to be aware that things may not be as orderly and sensible asthey might wish.To develop the Whammy Line as a tool for moral imagination, we propose to the students thattechnologies can

Conference Session

Control in the Classroom

Collection

2002 Annual Conference

Authors

W. San Yip; Michael Hough; Eric Wood; Thomas Marlin

foracceptable computer-based educational tools. Students were highly critical when smallitems did not conform to expectations; for example, dissatisfaction was expressed whenevery navigation icon did not appeared in the exactly the same location on every screen. When evaluating feedback on specific questions, we were initially puzzled by thestudents’ responses. However, we soon saw the pattern: students wanted figures withevery question. This is likely a desire to understand the physical context and conceptualstructure of the system. Upon reflection, we certainly found this to be a reasonablerequest whose implementation has greatly improved the quality of the educationalmaterials. Why didn’t we do this in the beginning? We have found that

Conference Session

Perceived Quality of Graduate Education

Collection

2002 Annual Conference

Authors

James Carnahan; Bruce Vojak; Raymond Price

decreasing number of top-5department appearances is not observed as “overall” rank degrades.The present work seeks to circumvent the confounding nature of these issues in two ways. First,by comparing departmental “reputation” rankings by academics with college “reputation”rankings by academics, rather than comparing them with “overall”, formula-driven rankings, wecan eliminate data value and formula bias. 16 By doing so, we reflect back to academics theirperceptions regarding the quality of various programs, not those of the formulas chosen by anon-academic journalist. Second, by accepting that the number of top-5 reputation departments(or some weighted value of this number with the weight based on department rank) may, indeed

Conference Session

Design, Assessment, and Curriculum

Collection

2002 Annual Conference

Authors

Jon Dixon

7.540.2 Conference & Exposition. Copyright © 2002, American Society for Engineering EducationThe impetus for reframing this course derived from a systems perspective. The MMSEprogram (by name and definition) focuses on systems approaches to manufacturing. Thiscourse was intended to reflect that systems approach in the realm of design excellence.The majority of students in the MMSE program are engineers working in design,manufacturing and related areas of Minnesota’s manufacturing industry. The companiesthey represent are noted for excellent products and success in their markets. For St.Thomas to offer a course in “Excellence in Product Design”, it had to be somethingbeyond what these engineers

Conference Session

multim engr edu;dist.,servi&intern based

Collection

2002 Annual Conference

Authors

Ann Wright; Andrew Wright

students are much better suited to construction and testing tasks, following thedirections of the engineers.The two students (one from UALR, one from Hendrix) who succeeded in the course werenot Freshmen. The UALR student was a Sophomore level transfer from the EngineeringTechnology program. The Hendrix student was a senior in Physics. These students weremature, possessed some relevant skills, and were confident enough to attempt tasks andlearn from their mistakes.The FIRST competition starts in January, shortly before the beginning of the Springsemester. Freshmen do not have time to develop engineering skills before they need toapply them. Further, the Freshmen engineering students reflected the national trend forincoming students. 9 They were

Conference Session

Assessment in Large and Small Programs

Collection

2002 Annual Conference

Authors

William Dempster; Chee Lee

work together in the class. Page 7.1087.4The allotted tasks can either be given as an individual exercise or as a group exercise Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American So ciety for Engineering Educationdepending on the purpose of the exercise. However, the main benefit of placing the studentsin groups is to encourage peer instruction, to enhance discussion and to provide a supportiveenvironment in the pursuit of improved learning. The importance of this to our teachingmethodology is reflected in the redesign of our teaching rooms

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

James Hedrick

. Page 7.1153.9 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering EducationBibliography1.Hedrick, Maintaining Quality and Student Enthusiasm in a Freshman Engineering Course. ASEE 2001 Annual Conference Proceedings.2.Wilk, Traver, LaPlant, Hedrick, Keat, & Wicks. A Freshman Engineering Course Which Introduces Engineering Design and Engineering Fundamentals in the Context of a Unifying Theme. ASEE 2001 Annual Conference Proceedings.3.Johnson, Johnson, Smith. Active learning: Cooperation in the College Classroom, Interaction Book Company. 19914.Frye, Reflections. Educause Review January/February

Conference Session

Web Systems and Web Services

Collection

2002 Annual Conference

Authors

Ralph Buchal

modes of learning(concrete experience, reflective observation, abstract conceptualization, and activeexperimentation). He shows that existing tools are suited to some modes and not others, and that Page 7.1302.1some learning modes are poorly supported.There is growing agreement that group-based, collaborative learning approaches are moreeffective than traditional lecture-based instruction5. In addition, team-based collaboration hasbecome a central element of the workplace as well. Broadly, collaboration involves a group ofpeople working toward a common goal. Effective collaboration involves several key activities,including6: · Cognitive

Conference Session

Current Issues in Computing

Collection

2002 Annual Conference

Authors

E. Bernard White

within the context of two carefullycrafted IT concentration areas. The BS IT program will fill a niche that hasresulted from the rapidly expanding body of knowledge that lies between existingdisciplines such as CS and DMIS.IV.1. BS IT CurriculumThe BS IT 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 120 semestercredit hours of class work and projects. This number of credits meets GeorgeMason University requirements as well as the existing Commonwealth of Virginiaguidelines for undergraduate degrees. Table 1 below provides the semester-by-semester curriculum for the BS IT major

Collection

2001 Annual Conference

Authors

Dennis Hromin; Sven Esche

Session 3220 Expanding the Undergraduate Laboratory Experience Using Web Technology Sven K. Esche, Dennis J. Hromin Stevens Institute of TechnologyAbstractStevens Institute of Technology is currently implementing a new undergraduate engineeringcurriculum. This curriculum reflects the recent nationwide trend towards enhancement oftraditional lecture-based courses with a design spine and a laboratory experience that propagatesthrough the entire educational program. In the course of the curriculum development, it wasrecognized that the

Collection

2001 Annual Conference

Authors

Dan Budny

transition. One major component is a series of mentoring courses that the entering studentcan select for the first semester. These courses are designed to help the freshman make thismajor transition. This paper will discuss the purpose of the mentors, the ENGR0081 SeminarCourse concept, the mentor selection process, and the topics covered in the mentoring sessions.IntroductionNumerous studies document the importance of interaction with the freshman students duringtheir first semester [1 - 9]. This concept is nothing new, as reflected in the fact that mostcolleges have an orientation program for entering students. One component we use at theUniversity of Pittsburgh is getting the involvement of parents and other family members in theprocesses and

Collection

2001 Annual Conference

Authors

Rebecca Blust

day to calculus instruction. The need for calculus is reinforced asthey spend the rest of the day working with engineers who are using these math skills to solveproblems that create better products.Another company that has developed a successful program for recruiting more minorities isUnited Technologies Corporation. UTC encourages engineers to mentor local high schoolstudents. The mentors work with students on various research projects. They provide theleadership, direction, and guidance necessary to foster a successful research project. Many ofthese volunteer mentors are alumni of the local high school. They state that their motivationfor involvement is to create a future workforce that reflects the diversity that they would like tosee

Collection

2001 Annual Conference

Authors

Suzanne Weiner; Honora Nerz

time students reach their junior or senior year, they should already haveinformation skills. This, of course, is an entirely appropriate assumption but, as discussed earlierin this paper, it does not reflect the reality of the situation that exists in colleges and universitiestoday. The main drawback to course-integrated instruction is that, despite its relevance to classwork, students don’t seem to retain what they learn. This view is based on a great deal ofanecdotal evidence accumulated from personal experience working with students over the yearsand getting a sense of what they know. In the fall 2000 semester, we decided to investigate thematter further by conducting an informal survey among NC State University undergraduates, adiscussion

Collection

2001 Annual Conference

Authors

April Brown; Donna Llewellyn; Marion Usselman

changes in major (thus allowing the institution to easily study the patterns of student major changes over v time.) It cannot be overemphasized that all data should be reported by gender and race. Due to ABET and other assessment efforts, there is increasing emphasis placed on alumni reflections on their educational experiences. In 1998 Georgia Tech already had established a 5-year post-graduation Alumni Survey. Like the institutional data collection process, the redesign of this survey has been affected by the increased awareness on campus of diversity issues. As such, the Alumni Survey now includes questions related to campus climate and equity. vNew Initiatives Georgia Tech is aggressively

Collection

2001 Annual Conference

Authors

Barrie Jackson

enough topreserve a strong sense of community and manageable class sizes, yet large enough to allow avariety of course offerings.Since its inception in 1893, Queen’s Faculty of Applied Science has graduated more than 21,000engineers, many of whom have distinguished themselves nationally and internationally. Thefaculty provides instruction to more than 2,100 undergraduate students each year in 10engineering disciplines.Over the ensuing years, there have been many changes, particularly in the Faculty of AppliedScience. In recent years the Faculty has had to reflect on the path forward for the variousprograms in the faculty. It was realized that Queen’s has some major strengths that we couldbuild upon, such as a long-standing tradition of

Collection

2001 Annual Conference

Authors

Arnoldo Muyshondt; Ing-Chang Jong

directory “webtest2” at the site: http://comp.uark.edu/~icjong/webtest2/the source program of this HTML file, written to display just two tests as shown in Fig. 1, canreadily be created and is illustrated as follows: test.htmlInteractive Web-Based TestsInteractive Web-Based TestsTest 1: Practice TestThis test uses radio-button menu for choosing answers. Click here to take the test.Test 2: Some Elementary Concepts in StaticsThis test uses radio-button menu for choosing answers. Click here to take the test.The above HTML file does reflect that both of the files testrad.cgi and test#.dat are presentlysaved in the sub-directory webtest2 under the user directory ~icjong in the

Collection

2001 Annual Conference

Authors

W. Doyle St.John

single bar magnet down a tube through one coil and examining the inducedemf on an oscilloscope. The experiment then progresses to two magnets and two coils withvarying spacings amongst themselves. The reflective sensor is utilized for determining speed.An analytical model for this device is beyond the scope of the course, even beyond the scope ofundergraduate engineering, thus students see the value of empirical evidence and the role ofexperiment in design. Students discover that the ‘best’ output results when the coil spacing andmagnet spacing are matched.4.3 Strain GagesStrain gages are of the resistive type commonly used for measuring strain, force, and pressure.The strain gage consist of a thin film of conducting material applied to a film

Collection

2001 Annual Conference

Authors

Zbigniew Prusak

, 10, 11, 12, 13 . Research shows thatsuch approach can accommodate multiple learning styles and personalities 14 . Some engineeringprograms have been almost totally revised to allow room for learning through doing, that is bycreating educational environment that closer reflects real-world engineering practice 15 .Two Engineering Technology programs at CCSU, Manufacturing and Mechanical, require coursein manufacturing process planning. The course has traditionally covered technical aspects ofvarious manufacturing processes and technical aspects of planning a part making process (a clearlydefined technical goal). Based on the author’s current experience with industrial projects, severalvery important aspects of engineering work had to be

Collection

2001 Annual Conference

Authors

Barbara Greene; Connie Dillon; Billy L. Crynes

4.79 1.09 62 2.00 6.00 - I am confident I have the ability to use the electronic communication 5.15 .93 62 1.00 6.00Learning Approaches: Self-regulation 4.28 .83 61 2.17 5.83 .80 - Shallow 4.54 .78 62 2.67 6.00 .49 - Sequential Style 5.11 .64 61 3.67 6.00 .83 - Active Thinking Style 4.59 .85 62 2.33 6.00 .73 *A value over 0.50 reflects internal statistical reliability.**The 0.83 is a composite of all the efficacy subcategories. In Table 6 the

Collection

2001 Annual Conference

Authors

Teodora Shuman; Greg Mason

, prototypes considered, reasons forchoosing the final design, and an evaluation of the final display design. The learning objectivesfor this project are given in Figure 4. The other three MME 181 projects build on the learningobjectives for the first project outlined above and has a similar set of their own learningobjectives (not shown herein).Finally, the teaching objectives for both MME 105 and MME 181 courses are outlined in Figure5. They are the same because they are only used to assess general teaching quality. Theseobjectives are derived from the Universities standardized end of term assessment survey, but aremodified to reflect the experiential learning nature of the courses.The educational objectives of Figures 2-5 were then used to

Collection

2001 Annual Conference

Authors

Terry Armstrong; Paul Rousseau; Katharine Fulcher; Carlo Felicione; Steve Beyerlein; Donald Elger

appropriate or best goal or combination of goals. The goal should be concrete. That is, the goal should be presented with enough specificity so different people would agree when the goal is reached.4. Generate ideas. Generate many possible ways to reach the goal. Analyze these ideas, and then select the best idea or combination of ideas.5. Prepare a plan. Carefully plan the steps needed to make the best idea a reality.6. Take action. Implement the plan.7. Review and Reflect. Check the solution to assess quality. Analyze the problem solving approach in order to identify what worked and what did not work. Seek ways to refine or improve one’s problem solving approach. Clarify what was learned during the

Collection

2001 Annual Conference

Authors

Steven Myers; Kathleen Nunnally; Catherine Blat; Patricia Tolley

three or more sessions as the benchmark, itwas determined that the more stringent standard would lend credibility to results and perhapsprevent allegations that students were more likely to attend only before tests.Figures 1 and 2 compare the percentage of students, by gender and ethnicity, respectively,attending SI five or more times versus those who do not. The data reveal that that there is virtuallyno difference in terms of who attends SI. It is interesting to note that the demographics of thestudents who attend SI are reflective of the demographics of general population of the college. Figure 1 SI* vs. Non-SI by Gender 100

Collection

2001 Annual Conference

Authors

Robert Montgomery

that your sabbatical objectives reflect a realistic load, and so that you don’t return to anangry department head or dean. If students ask about contacting you while on sabbatical, useyour head as well as your heart in answering, and if you expect to be writing letters ofrecommendation for your students while on sabbatical, factor this activity into your plans. All ofthe above activities involve a time penalty, and will exact a corresponding hit on your writingoutput.• Take into account differing departmental or campus “cultures” – Some are better thanothers for productivity in writing and research, particularly with regard to collaboration withpeers and the like. During negotiations with the dean at the host institution, be certain to

Collection

2001 Annual Conference

Authors

Lisa Ritter; Barbara Lazarus; Susan Ambrose

Session 2492 Surviving and Thriving in Engineering and Science: A Woman’s Guide to Navigating the Ph.D. Barbara B. Lazarus, Lisa M. Ritter, Susan A. Ambrose Carnegie Mellon UniversityAbstractThis paper is based upon findings from the authors’ recent book, The Woman’s Guide toNavigating the Ph.D. in Engineering and Science.1 Here, we present some typical challenges thatwomen may face in engineering and science doctoral programs, and share some insights,reflections and strategies from women who are working toward or who have completeddoctorates in engineering or

Collection

2001 Annual Conference

Authors

Richard Seagrave; R. Vigil; Debra Hawker-Schreiner; Charles Glatz

appliedrapidly. The content and format of the course evaluations was modified to reflect EC2000.Specifically, the first seven questions come directly from the previously used college prescribedform and provide information with regard to instructor teaching effectiveness, instructoravailability, appropriateness of course materials and classroom environment. The remainingquestions are based on the primary outcomes to which the course is expected to contribute, asdefined in the course description. The evaluations are completed on multiple choice bubblesheets each semester in each of the undergraduate courses. Room for comments is also providedand often used for additional questions posed by the instructor. The Testing Services group atISU completes the

Collection

2001 Annual Conference

Authors

Elizabeth Berry; Robert Lingard

we know that students, for the most part, fear publicspeaking, we spend some time giving suggestions about effective speaking and practicing briefimpromptu talks.Out of Class ActivitiesCompletion of Kolbe A Index Online: Students individually access and complete the Kolbeinstrument through a Web facility.Required Minutes, Reports: Each group is required to document meeting times, memberspresent, and accomplishments. The preparation of an agenda is required for each meeting andstudents write notes of each meeting for a final report to be handed in at the end of the semester.Reflective Process - Group and Individual: During the semester and at the end students areasked to reflect on the group process and the technical difficulties they had in

Collection

2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

Annual Conference & ExpositionCopyright C 2001, American Society for Engineering Educationintegrate their experiences with this newly acquired knowledge. Donnie read theportfolios and made the following observation:Donnie: Most of the work is of poor quality - - more diary-like than analytical, more check-the-block than reflective.This saddens me. I wrote these comments most often on thejournals: "nice diary, very observational . . . but . . . .very little substantive reflection . . .void of analysis."The journals tell me that we’re doing the right thing withregard to stepping back and letting the students takeresponsibility for the course. Most students offer thatthey know something needs to be done . . . but they opt towait for someone