Conference Session

Collaborations: International Case Studies & Exchanges

Collection

2005 Annual Conference

Authors

Ana Kennedy; David Ollis

theirreading, speaking, and writing skills in Spanish. In particular, we survey how the lab component contributes to achievement offour of the six student learning objectives, namely that students will: 1. Learn vocabulary commonly used in engineering and technology context, 2. Develop the ability to comprehend and use Spanish in settings invariably encountered in our technological society 3. Interact in a more formal setting such as the presentation of a technological/culture project to class and guests, and 4. Explain in the target language the workings of a technological device. We conclude with lessons learned and plans for a final version

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Lee Vallone

organizations, process is a dirty word, the dreaded ‘P’ word, and mostsoftware engineers view it as the stereotypical Dilbert style waste of time. To get complianceand participation, true believers and Software Quality Assurance teams (the process police),frequently resort to the threat of ISO and/or TL 9000 non-compliances. In most cases,compliance obtained in this way amounts to lip service. The net result is that the processesprovide little value and the poor results only serve to reinforce the impression that this “stuff” isuseless and detracts from the real objective, writing code. From my background on various Page 10.1045.1industry projects, I

Conference Session

Innovative Graduate Programs & Methods

Collection

2005 Annual Conference

Authors

Richard Goff; Janis Terpenny

topics such as teaming, project management, communication and writing, Page 10.406.3 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationtheories of student learning and appropriate pedagogical approaches to teaching an open-endedsubject such as engineering design. By the end of the course the students design and develop adesign course in their own discipline, including their personal approach and philosophy ofteaching design, along with learning objectives and outcomes with accompanying syllabus,assignments

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Matt Eliot; Jennifer Turns

all participants, a focus group of allparticipants once the program ended, and final surveys from all participants. In our dataanalysis, we used a coding process to derive emergent themes from our data sources. Theresulting findings allowed us to better understand the usability and effectiveness of the program.In terms of iteration, we used the results of our empirical study to understand how to revise theprogram for the second offering. As a result, the second offering of the TC3P during winter2005 showcased a number of changes including the construction of wireframe portfolios near thebeginning of the course, more structured peer evaluations, guest speakers from industry, and ameeting space with better computer access.Since the goals of our

Conference Session

What's New in Engineering Economy

Collection

2005 Annual Conference

Authors

H. Jean Russo; Joseph Hartman

’, ‘moderately’, or ‘very much’) and also provide their qualitative feedback. We alsowill ask a number of questions to compare the quizzes: • Which type of problem were you more prepared to answer? • Which type of problem did you find more challenging? • Which type of problem did you find more interesting? • Which type of problem did you prefer?The students were able to rank their preference according to ‘strongly prefer’, ‘prefer’, or ‘nopreference’ for the last question and ‘strongly’, ‘slightly’, or ‘no difference’ for the others.5. Interpreting the ResultsEach quiz will be systematically graded, including partial credit. For example, a cash flowdiagram will be worth a certain amount of points as will be writing down the correct time

Conference Session

Project Management and Team Issues

Collection

2005 Annual Conference

Authors

Roya Javadpour

essentialfor the effective implementation of projects. In addition they learn the appropriate use ofcomputers in planning and controlling projects, and monitoring progress (actual vs.planned and earned value). The importance of conflict management is emphasized alongwith techniques to manage conflict. The course also offers students with the followingpersonnel development opportunities: • Analytical, Writing, and Presentation Skills - research a specific topic, analyze a problem, think creatively, suggest a solution, and prepare a written or oral presentation of the solution. Page 10.371.2 “Proceedings of the 2005

Conference Session

Internet Computing and Networking

Collection

2005 Annual Conference

Authors

Shelton Houston; Christopher Herrod; Steven Blesse

their applicability to address theusers’ needs(f) Analyze the impact of information technology on individuals, organizations and society, includingethical, legal and policy issues(g) Demonstrate an understanding of best practices and standards and their application(h) Demonstrate independent critical thinking and problem solving skills(i) Collaborate in teams to accomplish a common goal by integrating personal initiative and groupcooperation(j) Communicate effectively and efficiently with clients, users and peers both verbally and in writing,using appropriate terminology(k) Recognize the need for continued learning throughout their careerTable 7 illustrates enrollment and graduation trends in the Information Technology program atSouthern Miss

Conference Session

K-12 Programs for Women

Collection

2005 Annual Conference

Authors

Dana Newell

students, staffmembers and engineering professionals involved in organizations. These activities encouragenetworking by introducing students to their peers and providing information on professional andstudent organizations. In addition to student Society of Women Engineers (SWE) members,members from all engineering minority societies; Society for Hispanic Professional Engineers(SHPE), National Society for Black Engineers (NSBE), and American Indian Science andEngineering Society (AISES) are invited to attend networking activities to get to know Bridgeparticipants and inform them about their organizations.Industry Mentoring: To date, Motorola and other local industry have provided 35 mentors to beindividually matched to WISE Summer Bridge

Conference Session

Energy Program and Software Tools

Collection

2005 Annual Conference

Authors

Mohammed Fahmy; Recayi Pecen; Faruk Taban; Ayhan Zora

real engine is that thecombustion module is replaced by a simple volume. In order to energize the turbine in thiscircuit, some heat (needed for CAC Circuit) should be applied to the volume.Figure 5 demonstrates the input and output energies for a diesel engine on a simplified schematicof piston-cylinder mechanism. From conservation of energy by taking the volume cylinder andpiston encloses as a control volume, we can write: QFuel = QCAC-Circuit + QGas-to-metal + QBrake (1)where, QFuel is the rate of fuel energy, QCAC-Circuit is the rate of energy dissipated from the CACCircuit, QGas-to-metal is the rate of energy from gas-to-metal, and QBrake is the rate of themechanical energy obtained from the

Conference Session

Tricks of the Trade for Teaching I

Collection

2005 Annual Conference

Authors

Kemi Ladeji-Osias

expectations.5. Course Notes: Once you have decided on the course objectives, content, textbook and syllabus, it is time to develop the course notes. • Lectures: For some texts, the publisher may make slides that include illustrations available to faculty who have adopted it. It is advantageous to have notes written in a format that makes it easily presentable to students, whether through overheads or writing on the board. For lower level courses, it is advised to follow the notation in the text, so students can focus on learning the material. Have your examples worked out, including all answers to eliminate time spent on calculations. Include extra examples in your notes, in case students

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Thomas Kicher; Frank Adamo; Dale Flowers

10% of thecourse grade.Finally, the company representatives attend and participate in extensive final projectpresentations made by all teams. The entire class attends all these presentations so they canbenchmark their performance versus that of the other teams. This session and its attendantdeliverables (including a detailed final report) count for 50% of the course grade. Of this, 10% isa peer evaluation that each member of the team completes for each other member with guidelinesthat prevent grade inflation. The company personnel provide feedback forms to the instructor foreach team that is integrated into the instructor’s evaluation of the teams’ performances. There isa comprehensive final examinations that counts 30% of the grade, and

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

intention of the CSE461/462 sequence is to have students behave like SEI CMM Level 3and Level 4 organizations, respectively. Specifically, in CSE461, project teams must achieve aCMM Level 3 standing while in CSE462, project teams must achieve a CMM Level 4 standing.The objectives and outcomes of the CSE461/462 sequence focus primarily upon two topics:providing group experience and providing tool experience. Outsourcing has primarily beenlimited to separate local groups acting as subcontracts. As such, the real impact of outsourcinghas not been experienced in this setting since familiarity with peers that are locally accessible hasbiased results and in turn made the outsourcing experience merely akin to a large group project

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Sohail Anwar

• Required and recommended Course Materials • Library and Reserve readings • Course Outline with due date schedule • Procedure for communicating with the faculty • Course Assessment (Exams, projects, discussions, quizzes, etc.) • Grading Policy (weights and Excelsior grading scale) • Course Policies (e.g. honesty, plagiarism, late submissions, effective writing, etc.) • Other Course Instructions (WebCT Institutional bookmark: Excelsior College Virtual Library, Electronic Peer Network, Bookstore, etc.)Example of a CourseELEC 321 Course SyllabusCourse Number:ELEC 321Course Title:Control SystemsBrief Course Description:Introduction to control of mechanical and electrical systems; study of open and closedfeedback; servo

Collection

2005 ASEE Midwest Section Conference

Authors

Stephanie G. Adams; Jeffrey W. Rieske

3manufacturing processes. Students conducted research on a topic related to industrialengineering. The research projects were narrow enough for completion during the allocated time,yet broad enough to present a variety of research challenges. The basic activities of the summerresearch experience were: 1) on-site orientation; 2) reflective journals; 3) Spanish languageinstruction; 4) research methods seminar; 5) field research project; 5) oral and writtenpresentations; and 6) assessment and evaluation. Time at the end of the program was planned forthe synthesis of the students' findings and for writing, followed by the oral presentation anddiscussion of results in a group setting. The remainder of this article shares the experiences ofone of the

Collection

2005 ASEE Midwest Section Conference

Authors

A. Lambert; D. J. Russomanno; P. Palazolo; S. Ivey

throughout each semester; • The Educational Psychologist/Researcher is a member of the faculty of the College of Engineering and Director of the Writing Lab Center, and is trained in both data collection/analysis procedures, and in teaching and research in technical communications; • Industry partners of the CSEMS program include the Tennessee Valley Association (TVA), Wright Technologies, The Solae Company, and Memphis Light, Gas, and Water, and these team members provide internship and co-op opportunities for CSEMS students.Results to Date: In the 2002-2004 period, 59% of the CSEMS participants receivedbachelor’s degrees from The University of Memphis, and 34% were still activelyengaged in the

Conference Session

Tricks of the Trade

Collection

2005 Annual Conference

Authors

Naomi Tillison; David Hand

includes comments from members of the Civil and Environmental Engineering Professional Advisory Committee (CEEPAC).The direct paraphrasing and teacher-designed feedback surveys were created by the evaluator formid-term and final course assessments. Out of fifty assessment techniques that passed a seven-question peer review (Appendix A)22, seven were selected by the evaluator for a finalcomparison of their applicability to the EPSC course (Table 3). These two assessmenttechniques, direct paraphrasing and teacher-designed feedback forms, were chosen as courseassessment tools because: Page 10.683.7 “Proceedings of the 2005 American

Conference Session

Thermal Systems

Collection

2005 Annual Conference

Authors

Pamela J. Théroux; Gary Gabriele; Brad Lister; Deborah Kaminski

accommodators, make up about one-fifth ofthe TFI student population. These non-dominant learning style students prefer feeling andwatching (divergers) and doing and feeling (accommodators). Kolb and colleagues provideextensive empirical work that relates learning style to subject disciplines. Divergers tend to be increative disciplines such as writing or the arts, and accommodators tend to be in professions thatrequire intuitive thinking, such as teaching. Convergers tend to be in applied fields (scientists,lawyers) and assimilators prefer academic pursuits such as pure science or mathematics. Thus itis not surprising that 80% of the students in this course fall into the converger and assimilatorcategories

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

David Anthony; C. Richard Helps; Barry Lunt

criteria are phrased in terms of Intents andStandards as expressed in the self-study questionnaire. There is, at this time of this writing, noapproved self-study questionnaire for IT but the self- study questionnaires for CS5, IS and CE allreflect the same structure. Intents and standards bear considerable similarity to objectives andcriteria but the standards reflect more of a model curriculum approach. The intents and standardsapproach will probably continue to evolve as CAC continues to adapt. In the meanwhileprograms need to look at both as they prepare for accreditation.2.2 Model CurriculumAnother significant input to the process, which is specific to computing accreditation, is themodel curriculum6 mentioned earlier. Although this document

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Monica Cardella; Cynthia Atman

“Introduction to Mathematical Reasoning”focused on proof-writing during the second quarter of the capstone project. Most of the studentsalso commented that their engineering courses also contained mathematics material, and twostudents also reported learning some mathematics in their physics courses.Data Analysis This study yielded data in the forms of interview and observation notes, audiorecordings of the interviews and observations, and copies of students’ work. We approached dataanalysis using a methodology similar to Chi’s Verbal Analysis” 23. A key distinction between theerbal Protocol Analysis and Verbal Analysis methodologies is that the data for verbal protocolanalysis consists of “think-aloud” protocols and the data for verbal analysis

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

H. Jung; Anthony de Sam Lazaro; Amanie Abdelmessih

, whereapplicable, operating and maintenance documentation.B. Course OutcomesAt the end of the year, the engineering student should be able to demonstrate proficiency in: a. Design and prototyping of a complex mechanical artifact, involving both mechanical and thermal stems. b. The application of scientific and mathematical concepts to their design. c. Their knowledge and application of socio-economic and ethical issues relative to their design task. d. Functioning as a member and/or a leader of an engineering design team. e. Communicating with fellow-engineers, peers and ‘customers’ both orally and in writing.C. Course AssessmentsOver the last six years we have and are improving the forms we

Conference Session

Entrepreneurship, Design, and PBL

Collection

2005 Annual Conference

Authors

Ken Ports

from emulating being part of a start-up to actuallystarting up a company to take its senior design “product” to market? Florida Tech is prepared tosupport this type of activity, and as of this writing, seven current projects are in some stage ofbeing productized for commercialization. Available to support this aspect of senior design isFlorida TechStart, the university business accelerator for high tech ventures.Florida TechStart was opened in October, 2003, as a joint venture of the College of Engineeringand the School of Management, and is housed in the engineering building. Student teamsinterested in an entrepreneurial path work directly with Florida TechStart staff to make thenecessary connections to help make their dreams a reality.An

Conference Session

Programming for Engineering Students

Collection

2005 Annual Conference

Authors

Eric Hamilton

random decision would repeat the point-plotting using the new coordinates. Miriamloved watching the students watch with puzzlement and pleasure as a fractal would unfold beforethem. Of course, she was not going to let on that anything unusual would be taking place. She ledthe discussion recapping the underlying concepts of random numbers and nested loops. She sentthe programming exercise to the class and watched them start.Some students get off to a quick start. Her first step was to do a run of thumbnail views of agroup of twenty students – she could peer into a subset of their screens with sufficient resolutionto see that several of them were off to the races. She touched the “encourage/correct so far” iconon her response palette and then

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Edward Evans; Sandra Spickard Prettyman; Helen Qammar

feelcomfortable volunteering for tasks. These freshmen often serve as meeting leaders during theend of the project term with very positive response from their peers. Examples of projectstatements from the last two years are given in the appendix.During the project period, each team is required to hold five one-hour meetings with either anindustrial or faculty mentor who provides feedback on the team’s progress and teamworkdynamics. The mentor may impart some technical advice but their role is primarily as anobserver of effective interaction and judge of how well team members are participating duringthe meeting. The mentor’s job is to help the team function in a highly effective manner. At thebeginning of the project, the teams that are likely to have

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

annual raises are earmarked for teaching improvement. Moreover, faculty are expected to write reflective memos that map specific plans for improving teaching, learning, and 3 assessment in their courses. Presentations, demonstrations, and short courses are available, both in the department and through MIT's Teaching Learning Lab. The number of faculty presenting at conferences on education topics has increased in the past two years. 11. CDIO Skills Assessment Within courses, faculty use traditional and newly designed tools to assess student achievement of course learning outcomes, including oral exams, concept questions, peer 3 assessment of projects and presentations, and reflective portfolios. There is a department

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Douglas MacIntosh; Susan Conry

frequently observed. A subteam of three students working on implementation of a majorsystem module was having considerable difficulty with team dynamics. Progress on theirmodule was suffering because all three of the students (all very capable students) were takingresponsibility for writing the code. Each of them felt that his way of doing things was the best,and the subteam was at a standstill. The instructor called a meeting of the subgroup and set aconstructive tone at the outset. The discussion focused on identifying the particular strengthseach member of the subteam brought to the table. The outcome of the meeting was areallocation of effort that took advantage of each individual’s strengths. The students learned tooptimize the team activity by

Conference Session

Capstone/Design Projects: Electrical ET

Collection

2005 Annual Conference

Authors

Jay Porter; George Wright; Joseph Morgan

their own merits, it is alsotrue that for most students the capstone senior design course is their first attempt at a true open-ended design problem where they pose the question and develop the answer. Without access tocontinual technical and project management review, valuable learning opportunities are lost. The EET/TET Programs have adopted a new approach to managing the capstone designsequence. The sequence is now divided into two courses. The first course has three primaryobjectives. The students - learn the fundamentals of project management including topics such as proposal writing, risk management, scheduling, financial management, etc… - find a real-world sponsored project and develop a preliminary design that is

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Vaishalee Naruka; Stephen Raper; William Daughton

for Engineering Education prejudice their success as managers. Sir Peter Walters, who began his BP career in the supply and development department when he was 24, rose to be Chairman of the company and, in 1986, president of the Institute of Directors. He has said that he first came to the attention of senior management through the ability to write a good report. A specialist may do brilliant original work in isolation, but if it is to have any practical application and benefit to the community, the ideas must be spread. They will be recognized and adopted in direct proportion to the clarity with which they are expressed.” (3)MethodologyThe specific purpose of the study was to answer the

Conference Session

Recruiting/Retention Lower Division

Collection

2005 Annual Conference

Authors

William Guerriero; Elizabeth Chain; Mary Vanis; Donna Zerby; Bassam Matar; Mary Anderson-Rowland

insight into engineering research at ASU c) METS Workshops for Survival Strategies are held throughout the semester targeting potential and new transfer students, but anyone is welcome to attend. d) METS Student Mentors is an opportunity for new transfer students to be assigned a peer mentor. The student mentor assigned is a student who has attended ASU for at least one semester. e) METS Pilot Workshop/Bridge for new transfer students is held in early summer to assist students in locating student resources at ASU such as: parking, how to find your classes, scholarships, tutoring, the CEDAR center, and the bookstore. f) METS Orientation to new transfers gives students information about the METS program and how

Conference Session

Potpourri Design

Collection

2005 Annual Conference

Authors

Michael Van Wie; Kristin Wood; Robert Stone; Julie Linsey; Matthew Green

weregiven the set of functions for customer needs and the additional guideline to generate ideas byfocusing on finding solutions to the functions stated. The instruction sheets for all participants,both the experimental and control groups, included a description of the problem, a set of rules tofollow, and a set of customer needs. The instructions were partially based on the basicbrainstorming rules6 of seeking a large quantity of ideas along with encouraging “wild”(uncommon) and diverse ideas. The instructions also indicated that the students should solve thedesign problem by writing down their solutions with words and/or pictures, the solutions couldmeet one or all the customer needs, and the goal was to maximize the quality, quantity, novelty

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

William Loendorf

their chosen field; and opportunities for interaction andsupport from fellow students, faculty, and peers through liaisons with student groups, industrycontacts, and support services.The 4-year Electrical Engineering program curriculum has been developed and is presented inTable 2. Engineering and other related courses (with prefixes of ENGR and TECH) are taught by Page 10.434.9faculty from the E&D Department. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationTable 2. Electrical Engineering