Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; Cynthia Finelli, University of Michigan; Ameen Basim Al-Khafaji, College of Engineering at the University of Michigan; Martha Jane Neubauer, College of Engineering at the University of Michigan

Tagged Divisions

Educational Research and Methods

the National Science Foundation under GrantNumber 0941924. Any opinions, findings, and conclusions or recommendations expressed in this Page 25.1190.14material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.  References1 National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century.Washington, DC: National Academy of Engineering.2 National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2007).Rising above the gathering storm: Energizing and employing America for a brighter economic future.Washington, D.C

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

than the relevant math and science.Instead, they discussed things like their intuition, wanting to reflect the real world, and logic. Infact, students both discussed the relevance of particular math and science concepts and identifiednon-science/math criteria in their decision making process in 12 of the 19 interviews, suggestinga tension or ambivalence regarding the role of this content, on the part of the students. Page 25.1191.5

Conference Session

Four Pillars of Manufacturing Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Paul Nutter, Ohio Northern University

Tagged Divisions

Manufacturing

understanding of business and lean manufacturing. Based upon nearly 100 intern visits to companies, bachelor degree students need four things: first-technical skills; second-lean manufacturing; third-interpersonal (communications) skills; and fourth-leadership skill to get things done (accomplish projects) with minimal supervision.”Resulting Curriculum AdjustmentsIn response to the priorities reflected in this and the referenced prior surveys several topicspreviously included in my manufacturing management, quality assurance, work measurement,and digital manufacturing courses have been eliminated or reduced in emphasis. Some havegotten increased emphasis. The reductions are largely in response to course consolidationsduring

Conference Session

Stimulating Broader Industrial Participation in Undergraduate Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Kathleen M. Short, Virginia Tech

Tagged Divisions

College Industry Partnerships

Characterizing the Environment for Sustainability (SLICES): Im-proving Understanding of Real World Systems via Direct Observation/Reflection. The opinionsexpressed are those of the authors and do not imply endorsement by NSF. The authors gratefullyacknowledge the contributions of the 54 undergraduate interns who collected industry data andprovided important feedback about involving undergraduates in research to improve the SLICESprogram.Bibliography1 Rothman, H. (1992). "You need not be big to benchmark." Nation's Business, December, 80(12), 64-65.2 Fisher, D., Miertschin, S., and Pollock, D.R. (1995). “Benchmarking in construction industry.” J. Management inEngineering, 11(1), 50-57.3 Mitra, C., Pearce, A.R., and Fiori, C.M. (2011). “Developing

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karen Chang Yan, College of New Jersey; Lisa Grega, College of New Jersey; Suriza VanderSandt, College of New Jersey; Diane C. Bates, College of New Jersey; Elizabeth Borland, College of New Jersey; Karen Elizabeth Clark, College of New Jersey; Amanda Norvell, College of New Jersey

Tagged Divisions

Women in Engineering

individual—change. “Organizational catalysts” and “institutional intermediaries”6 can take action oncampuses to challenge policies and practices that produce and reproduce gender inequality.Institutional Background The College of New Jersey (TCNJ) is a highly selective, public, primarily undergraduateinstitution (PUI) that has earned national recognition for its commitment to excellence. Foundedin 1855, TCNJ has become an exemplar of the best in public higher education and is consistentlyacknowledged as one of the top comprehensive colleges in the nation. With about 300 membersof the full-time teaching faculty and roughly 6200 undergraduate students, TCNJ prides itself onits teacher-scholar model. At TCNJ, gender equity issues reflect

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

Collection

2001 Annual Conference

Authors

Robert Bishop; Richard Dorf

Collection

2001 Annual Conference

Authors

Jeffrey A. Donnell

below. Nose, with Guidance Warhead Fuel and Motor Sonar United States Patent # 6,032,460Figure 1. Schematic view of a torpedo, showing the placement of subsystems associated withtarget acquisition, guidance, propulsion and detonation. Labels are italicized to highlight the linkbetween illustration and text discussion. The numbered statements here are arranged to reflect a logical sequence of information.Statement 1, the figure citation, merely signals that an ensuing discussion pertains to a particularfigure. Statement 2, the objective statement, motivates that illustration, posing the challenge orneed that the

Collection

2001 Annual Conference

Authors

P. David Fisher; Diane Rover

f. SystemInstructions:Report implementation factors for the engineering unit as a whole and for each program being evaluated. Data onthis table should reflect the current level of Criteria 2000 implementation. Refer to Figure A-1, Matrix forImplementation Assessment for descriptions of implementation levels. Enter a numerical value that most accuratelydescribes the extent to which: a. Program Educational Objectives have been established and maintained b. Constituents are involved in helping set program objectives and in evaluating the level to which they are being achieved c. The required Processes are operational d. Outcomes Assessment is being practiced e. Results of outcomes and

Collection

2001 Annual Conference

Authors

Wilfrid Nixon

approach was needed. This wasprecipitated by three factors. First, there was a feeling that the course, and in particularthe projects, were getting stale. This may reflect unease among the faculty regardingtheir ability to develop meaningful projects. In previous years, a number of students hadcommented in class evaluations that they did not feel the projects were realistic. Second,recent experience in the Mechanical Engineering department in the College ofEngineering showed that it was not only possible to incorporate real world projects intothe curriculum, but it could be a highly effective learning experience for students. Third,a number of practicing civil engineers, especially contacts through the Iowa Section ofASCE, had expressed interest

Collection

2001 Annual Conference

Authors

Janet Schmidt; Ardie Walser; Barbara Bogue

lessresearch oriented institutions. The video upon which the workshop is based reflects information gathered ininterviews with twenty-four engineering students from the Penn State campus during thesummer of 1996. The workshop development has been described in a previouspublication3 and assessment data for the workshops themselves will be presented in aseparate publication. A full description of the project with copies of all tools will beavailable via a website (http://www.engr.psu.edu/itow) under development at Penn State(projected launch date, May 2001). The workshop can be conducted in one hour with pauses after each of the threesections in the video for discussion. Guided facilitation of the discussion creates a highlyinteractive

Collection

2001 Annual Conference

Authors

Larry Shuman; Graciela Perez; Mary E. Besterfield-Sacre; Harvey Wolfe

large extent, the measurement of whether ornot the desired educational outcomes are achieved depends on the graduates’ collectiveperceptions about their acquired abilities and skills. These perceptions are influenced by theculture of the school, the students’ prior experiences, out-of-classroom experiences, andinteractions with students from other schools as well as the opinions of students and alumni. Themore the perceptions reflect reality, the more sound the judgment of the person; and soundjudgment means success [8]. However, contrary to a tangible measure, a “perception scale”shows uncertainty in its continuum [9]. This makes applying pure statistical methods to analyzeperceptions impractical (and potentially biased). Here resides the core

Collection

2001 Annual Conference

Authors

Franklin King; Keith Schimmel

outcomes for the course learning objectives. 3. To determine if the course syllabus was covered. 4. To determine if the course design content was met. 5. To evaluate the data from the assessment instruments to determine if the course outcomes have been met. 6. To specify the minimum course learning objectives. These objectives should reflect the desired design content of the course. Additional objectives may be added at the discretion of an individual faculty member teaching the course. 7. To select the course text(s) and software packages. Page 6.51.5 Proceedings of the 2001 American Society for Engineering

Collection

2001 Annual Conference

Authors

Vic Cundy; Don Rabern; David Gibson

, so one might make rational choices for reallocation,future assignments, or workload adjustments. Where the model accurately reflects what facultyare doing it does not assess the quality in which they do it. No attempt is made to assign qualitymetrics, instead the intent of the model explores the variety of tasks and the costs associated witheach of those tasks.Balancing Department/College workloads: As data is compiled from each faculty and compiledautomatically for the departments and finally the college, the workload model enables departmentsto compare activities across traditional departmental boundaries. The workload compilation andother measures such as cost per student credit hour, cost per course, laboratory costs and others

Collection

2001 Annual Conference

Authors

Trevor Harding

has been conducted onlarge samples of students from a wide cross-section of disciplines. Given thatengineering students are some of the most frequent cheaters, more research is needed toexamine this phenomenon.The preliminary results of a pilot study on cheating, using a small sample of engineeringstudents from a private, mid-western university, provide a glimpse of the magnitude ofthe problem. The research results presented here are being used to lay the ground workfor a more complete survey that will be distributed to students at Kettering University aswell as engineering students at area public universities and community colleges.Students will be asked to reflect on their own moral feelings about cheating and thesituational factors that

Collection

2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

: Guest speakers representing a variety of work settings and professionalexperiences spoke about their career as professional industrial engineering practitioners. Fourguest speakers were distributed spread through the term. Each speaker was asked to describetheir IE work setting and to give insight into projects on which they have worked. Students wereprompted to reflect on the experiences of the guest speakers in terms of the various dimensionsof professional practice activity (i.e., the EC2000 learning outcomes).Design Project: For the term project, students were asked to develop a tool to educate a selectedaudience about industrial engineering. As part of this project, students were asked to select aninteresting work setting and then work out

Collection

2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

issuggested that these design experiences be based upon a well-founded definition of the nature ofdesign, and that the design experiences reflect this foundation. It is further suggested that thesteps of the design process be firmly established, and that each design experience recognizes thevalidity of this process as it progresses. Early analysis of the graduates of this program seems toindicate that they are measurably better prepared for engineering leadership and managementpositions, and, those who wish, are accepting the most sought after graduate study fellowships.As the program develops, the view from the inside is that it can only get better.The following table displays the performance record of the students in the mechanical specialtyof the

Collection

2001 Annual Conference

Authors

Nora Christianson; Henry Russell

position to developstrategies to ensure current and future workforces that reflect the diversity of the nation.DefinitionsAmerican Asian/ All persons having origins in any of the original people of the Far East, SoutheastPacific Islander Asia, the Indian Subcontinent, or the Pacific Islands. This area includes for example, China, Japan, Korea, and Philippine Islands and Samoa. American Indian/ All persons having origin in any of the original people of North America, and who Alaska Native maintain cultural identification through tribal affiliation or community recognition. Black All persons having origins in

Collection

2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

simple. It simply asked each student to write their impressions of theirteammates and their contribution to the project. No guidelines were given to help studentscategorize the evaluation (e.g. no rating scale was provided) and it was not clear if they were torate technical ability or contributions and commitment to the team effort. Also, students did notreceive enough feedback following the submission of the forms. Some of the student who werenot performing to teammates’ expectations were probably not aware there was a problem.For the following year a new peer evaluation form and process based on the work of Felder wasadopted 13. This form clearly indicated that the students were to reflect on their teammates’efforts and contribution to the

Collection

2000 Annual Conference

Authors

Rahul Bargava; Michael Rosenblatt; Howard M. Choset; Amy Graveline

large number of students in the course, provides anobjective standard for evaluation, and reinforces the importance of producing workingresults. Conversely, it discourages creativity, and often does not reflect the amount ofeffort that has gone into an assignment where 90% of the robot works, but a minimal 10%prevents it from accomplishing the task. In cases such as these, the current grading criteriadoes not take into account the 90% functionality, and a poor grade becomes negativereinforcement of what in many cases were still 10-15 hour efforts. We are currentlyconsidering a number of hybrid design-review/performance grading schemes.We are currently planning the Fall 2000 semester version of the course. The updatedschedule will drop one lab

Collection

2000 Annual Conference

Authors

Andre Clavet; Mario Lucas; Gerard Lachiver; Francois Michaud

. This followsprinciples of experiential learning as developed by Kolb7: "Learning is the process wherebyknowledge is created through the transformation of experience" (p. 38). Finally, we can seesome connections between the contest and ideas related to project-based learning, problem-based learning and cooperative learning principles. Project-based learning and problem-basedlearning as two new models of teaching and learning that emphasize curricula that provideopportunities for sustained thinking. “Project-based learning (…) starts with a problem, called a«driving question», (…) focuses on the construction of intermediate and final artifacts that serveas foci for discussion and reflection. In both cases, the authenticity (i.e., how much the

Collection

2000 Annual Conference

Authors

Leon L Van Dommelen; Yousef Haik; Namas Chandra

lectured, and more time onunderstanding it. However, when the instructor lectures by computer, the lecture is likely to goat a more rapid pace because the constraint of writing essential information on a blackboard isgone. One of us (NC) increased the number of examples, while the other (LvD) expandedexplanations. NC also expanded explanations in his notes, while LvD’s notes reflect what heused to write on the blackboard in earlier years. NC added a significant number of worked-outexamples not previously possible. All the web pages used in the lectures were compiled bychapter and are made available to students.One of us (LvD) once taught an entire lecture through the whiteboard when the web server didnot want to serve the lecture notes. Several