Conference Session

Improving Statics and Dynamics Classes

Collection

2004 Annual Conference

Authors

Paul Steif

Page 9.733.2concepts, not with other skills (e.g., mathematical) necessary for Statics. Most questions do Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ø 2004, American Society for Engineering Educationnot involve numbers, although some do. For questions involving some computation, eachanswer still reflects a different conception. In addition, each wrong answer represents thecorrect computation based on an incorrect conception, and the computations themselves aretrivial. Hence, such questions ought to discriminate between conceptual understanding andcomputational ability for most students.Distribution of Questions on Statics Concept InventoryQuestions on

Conference Session

TIME 9: Thermal Fluids/Fluid Mechanics

Collection

2004 Annual Conference

Authors

Mark Schumack

D A (in) Figure 9. Relationship between cost and pipe diameter for run A from Example 4.After some instructor guidance for determining the pump suction and discharge piping sizes, andpipe size for run A, students were generally able to use Solver to calculate pipe diameters forruns B through D. They were able to price the piping and pump without any apparent problems.None of the students recalculated flowrates through the runs after adjusting calculated pipediameters to reflect nominal pipe sizes; some students did mention that control valves could beused to balance the flow rates through the four runs if necessary. Also, no students thought ofsetting up and solving an optimization problem as described above. This failure of the

Conference Session

International Engineering Education II

Collection

2004 Annual Conference

Authors

Fazil Najafi

participate in extra curricular activities includingvarious students’ organizations.The Civil Engineering program at UNAH does not have an area of specialization defined early inthe student’s academic career, this reflects the country’s need for a workforce that is prepared tofunction in several areas during its career. The curriculum prepares students different civilengineering areas, so that students can start their professional career in any of them.Professional training during the academic career is optional at UF trough internships, butopportunities fro interning in a local civil engineering firm are limited due to the city’s size.Students wishing to do an internship often look at major nearby cities like Orlando, Tampa, orJacksonville and make

Conference Session

Technical Issues in Architectural Engineering

Collection

2004 Annual Conference

Authors

Gouranga Banik

MessesFormulation Agreed Agreed ArguableSolution Agreed Arguable Arguable Figure I: Problems and Messes (Pidd, 1996)The situations we are preparing our graduates for are nearly always, in the real world, "messes".This has significant ramifications for how we approach our construction practice and thus theskills and abilities we need to instill into our graduates.The nature of construction/AEC practice is a subject that has been developed over the past 50years by a number of authors/practitioners to understand the reality of decision making (riskmanagement) in organizations and also reflecting on our theories of practice. The AEC

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Anna Dollar; Paul Steif

advantage of the techniquespresented here, and to reflect the particular conceptual challenges of learning Statics. LearningModules have been developed for most of the major concepts in Statics, including forces,moments, couples, static equivalency, free body diagrams, equilibrium in 2-D and 3-D, andfriction. Here we show an excerpt from a Learning Module which addresses the conditions ofequilibrium in 3-D, including both forces and couples (torques). Students are asked to considerdirection of the couple that needs to be applied via the screwdriver to maintain equilibrium,given that the fingers apply upward forces at the other points (Fig. 1-2). Equilibrium in 3-D Consider supporting the

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

Morteza Sadat-Hossieny; Mark Rajai

Angeles compared to the other three metropolitan areassurveyed (Atlanta, Boston, and Detroit) since the majority of those jobs in Los Angeleswere in manufacturing rather than in retail or the service sectors. He notes that the lowerturnover likely reflects the higher relative wages paid in manufacturing.The following table identifies several major U.S. based employers who are currentlyoutsourcing important scientific and engineering work to offshore locations. Company Numbers of workers and country Types of work Accenture 5,000 to the Philippines by 2004 Accounting and software General Electric 20,000 to India and China in 2003 Aircraft and Medical R&D Intel 3,000

Conference Session

Engineering Ethics Papers Session

Collection

2004 Annual Conference

Authors

June Marshall; John Marshall

feedback, a seminar was crafted that would serve as an introduction toEthics and Character Education. This first seminar was offered in the spring of 1999.Junior and senior education majors were invited to a one-day, nine to four, workshop onEthics and Character Education. The day, chosen many months previously, wasironically the Saturday after the Columbine killings. The seminar group reeled under theenormity of what had taken place and helped cement our mission for the day. We beganwith a moment of silence dedicated to the students, teachers and administrators, familiesand the community of Columbine. The seminar was divided into several blocks of time encompassing different approachesand outcomes. The first block of time focused on reflection

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ralph Rogers; Phil Lunsford; Paul Kauffmann

disciplines not addressed by traditional engineering disciplines, 3)Attract, retain, and graduate general engineering students, especially eastern North Carolinastudents including women and underrepresented minorities. ECU’s BSE program’s approach toachieving these goals differs from traditional engineering program approaches in three primaryways: 1) the type of engineer produced, 2) the curriculum philosophy/structure followed, and 3)curriculum implementation.The need to address emerging technology management and implementation needs, which crosstraditional disciplinary boundaries, is reflected in the first three proposed BSE concentrations: •Systems Engineering, which produces a technical generalist who can formulate, solve, and

Conference Session

Student Teams & Active Learning

Collection

2004 Annual Conference

Authors

Robert Knecht

10 minute time limit. piece to move. Most students comment Reflection What team and task functions stood out in the exercise? during the reflection session that initiating takes place frequently throughout the game What is the significance to your team at this stage of the project? on an individual basis, which may not be What is the importance of this perceived by the observers. Encouraging is exercise to your career

Conference Session

Engineering Ethics Paper Session

Collection

2004 Annual Conference

Authors

Seetha Veeraghanta; Janice Frost

presentation skills and as a member of a team. Grades for each member will be adjusted up or down according to the evaluation of the other team members. Here are some criteria for peer evaluations. Your ratings should reflect the following: • Level of participation by each member of the team • Effort invested by each member of the team to ensure that it is a team presentation, not a series of individual presentations rolled into one. • Sense of responsibility to the team’s goal Here are some specific responsibilities you should consider: • Attend scheduled meetings • Prepare for meetings • Contribute to the discussions constructively by providing [feasible] ideas for the team

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Pete Hanlon; John Hill; Bryan Goda; Lisa Shay

, Page 9.975.1illustrated in Figure 1, which differs from, yet is complementary to, the ABET AssessmentProceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationModel. The mission of USMA is "To educate, train, and inspire the Corps of Cadets so that eachgraduate is a commissioned leader of character committed to the values of Duty, Honor,Country; professional growth throughout a career as an officer in the United States Army; and alifetime of selfless service to the nation.1" Therefore, our primary constituency is the UnitedStates Army and our academic program goals reflect this. The overarching academic goal is

Conference Session

Computed Simulation and Animation

Collection

2004 Annual Conference

Authors

Michael Filsinger

) Page 9.1432.5 } Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education output results}int schedule(){ update systemClock to reflect “overhead” in the scheduling algorithm choose process according to the rules associated with the chosen scheduling algorithm return process}void run(process){ if (startTime[process] == 0) update startTime[process] to record process start time update remainingTime[process] according to the rules associated with the chosen scheduling algorithm update systemClock to reflect “elapsed time” from the previous

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Tim Healy

Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education Page 9.45.1opportunity throughout the four years to reflect on and take account of the relation oftheir technical studies to broader concerns addressed by the eight ABET considerations.Hence, the value of the Handbook to the student is that it provides a source ofinformation on issues that are often difficult to research, and furthermore, helps studentsto see the interrelationships among the various considerations.The value of the Handbook to the faculty at Santa Clara University, and to other facultywho may wish to use the material

Conference Session

Creative Ways to Present Basic Materials

Collection

2004 Annual Conference

Authors

Hilary Lackritz; Stacy Gleixner

lecture and appeals to a broader range of learning stylesthan just traditional lecturing. The four main ways of classifying learning styles (Myers-Briggstype Indicator, Kolb's Learning Style Model, Herrmann Brain Dominance Instrument, andFelder-Silverman Learning Style Model) all classify learners as either introverted/ reflective orextroverted/ active.6,7 Traditional classroom lectures are tailored towards reflective learners.Actively engaging students through CLEs allows every student time to learn in a mode they aremost comfortable with and time in a mode that challenges them to expand their learning styles.Also, based on the fact that the average attention span of an adult is 15-20 minutes,8 switching

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Fazil Najafi

. Page 9.1.7“Proceedings of the American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education”Applicants’ Accessibility to Their Data Record Each UG and G student has full access to his or her work progress. Studentsmaintain their work progress records (e.g., courses, grades, etc., Table 1). Similarassessment tables should also be developed to reflect the student’s research workprogress. From these tables, applicants are able to analyze their work, adjust and makeimprovements on a regular basis, and report to their advisors. Reports can regularly becollected by a student advisor and submitted to the IHE’s Fellowship Project Directors.The

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Lee Zia; Roger Seals

Annual Conference & Exposition Copyright  2004, American Society for Engineering Education2) Usage development workshops. • Pathways projects will assume a stewardship role for the educational content and/or the services needed by a broad community of learners. • Selection services projects will focus on increasing the amount of high-quality STEM educational content known to NSDL. • Usage development workshops will promote the use of NSDL and its resources by various communities of learners.These three elements reflect an appropriate expansion in emphasis for NSDL from its initial (andnecessary) collecting of educational resources, materials, and other digital learning objects

Conference Session

Innovative Graduate Programs & Methods

Collection

2004 Annual Conference

Authors

Ronald Bennett; Eugene Audette

waste.BibliographyAngelo, T. & Cross, K. P., (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.Bee, H. L., (1996). The journey of adulthood, (3rd. edition). Upper Saddle River, NJ: Prentice-Hall.Bennett, R. J., (2003). The talent gap. (paper in preparation)Boyer, E. L., (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. Princeton, NJ: Princeton Univerisity Press.Brookfield, S., (1990). The skillful teacher. San Francisco: Jossey-Bass.Brookfield, S., (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.Brookfield, S, & Preskill, S., (1999). Discussion as a way of teaching: Tools and

Conference Session

Materials Science for Nonmajors

Collection

2004 Annual Conference

Authors

Stephen Krause

FOCUS GROUPSIn prior work on the MCI, one method used to identify misconceptions was weekly interviews inwhich students from class would discuss current content, prior content, and the nature ofmisconceptions. This approach had limited usefulness because of two major problems. The firstwas the lack of focus for discussion with verbal dialogue only. The second problem was that thetwo or three students were hesitant to talk, possibly because they felt self-conscious or becausethey had little experience with reflective thinking. Both of these problems were solved with theapproach described here. First, using selected sets of questions from the MCI gave students afocal point with specifics that led to directed dialogue. Second, the presence of six

Conference Session

Promoting ET thru K-12 Projects

Collection

2004 Annual Conference

Authors

Naomi Gomez; Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

on culture and learning was designed to allowthe participants to explore theories and principles including reflection, learning styles, inquiryand how culture influences learning styles. At the end of the program, participants presentedtheir work, lesson plans, instructional materials, and learning activities they planned toincorporate into their classrooms. The participants met with their faculty sponsors on the daybefore the symposium for a practice run of their presentations. Faculty involvement in thereviewing the technical side of the work was critical and provided one more opportunity for thefaculty to learn what the participants gained from the experience. The symposium was held inthe last week of the research program, though not on

Conference Session

Web Education II: Hardware/Examples

Collection

2004 Annual Conference

Authors

Xueshu Song; Phil Pilcher; Radha Balamuralikrishna

an integratedmulti-media approach that reflects present day technological and socio-cultural aspects. Thethree learning modules developed thus far address diverse topics such as machine tool circuits,geometric dimensioning and tolerancing (GDT), and hydraulics, all geared towards thedevelopment of established competencies of the trade. The overall intent of this project was tocreate an application that would serve as a complete self-learning tool that not only deliverssubject matter content but also helps the learner engage in trouble-shooting exercises, examineand manipulate the application to analyze several what-if scenarios, and perform self-testing inorder to gage individual success in learning.This paper will focus on the three major

Conference Session

IE Accreditation and Program Issues

Collection

2004 Annual Conference

Authors

Mark Palmer; Terri Lynch-Caris; Matthew Sanders

. Second, expectations ofthe process within the faculty and student body is agreed upon and communicated. Third, a testbank of questions to reflect basic knowledge required to successfully complete each course iscreated and maintained by the faculty.Two primary outcomes are considered using the pre/post test assessment tool. First, the pre-testinformation from post-requisite courses can be shared to determine how well course topics arecovered and retained. Second, the post-test results are analyzed and compared to pre-test resultsto determine if students gained the basic knowledge required to complete the coursesatisfactorily. The pre/post test assessment tool is discussed relative to a larger course levelassessment methodology to be proposed

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Valerie Vance; Michael Cornachione; Harriet Cornachione

. Workshops onprofessional ethics, group dynamics and peer reviews are also incorporated in the class.Local professionals and other faculty participate as clients, consultants and experts. Surveys given to students at the end of the project reflect a moderate improvement instudent outcomes based on this class. Students appear reluctant to leave the organizedstructure of the classroom for the open ended problems presented by the design projects.Alumni, however, who have completed the sequence, have given strong endorsements.Local professionals and Industrial Advisory Committee members have expressedsatisfaction with the approach and objectives of the class

Conference Session

Experience with Experiential Learning

Collection

2004 Annual Conference

Authors

Mary Beth Lakin; Gary Crossman

experiences and demonstratehow they are related to the course; they must also articulate connections between their practicesand trends in the field. Students completing this process see multiple benefits, in addition to theawarding of academic credits. First, it is a formal validation of their expertise. Second, it allowsthem to trace their professional development, to reflect on their accomplishments, and to morecompletely grasp what they know and what they do not know. Students may be surprised at thefocus on disciplinary theory and terminology, thinking that a description of what they’ve done atwork is enough. The requirement to analyze the ways in which their practice relates to currenttheory and to name it forces them to step back and reflect on

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Hilkat S. Soysal; Oguz Soysal

stressed students may, in turn, reflect theirreactions on the evaluations. There is practically no way to motivate all students to takethe evaluations seriously enough to spend sufficient time for each question. Theemotional reaction of one student in a class of ten would result in an error of 10% on anumerical scale. It is often possible to end up with a higher error due to group dynamics.In such cases, numerical data should be interpreted with caution to distinguishunreasonable information.Another source of error results from different interpretation of questions by students. Thequestions must be worded very carefully to prevent misunderstandings. Asking the samequestions in different words may reduce the risk of error due to

Conference Session

Knowing Students: Diversity & Retention

Collection

2004 Annual Conference

Authors

Brian Thorndyke; Timothy J. Anderson; Matthew Ohland; Guili Zhang

of each course’s impact, and we find that the student performance in only afraction of the core courses has predictive value on engineering retention. These results raisequestions about the relationship of the core courses to the later curriculum, and suggest thatcurriculum development and academic advising should reflect the variation within the sciencecore and resist the temptation to treat the core uniformly.I. IntroductionMost engineering programs require students to take a set of first- and second-year sciencecourses as core requisites, and often these core courses are independent of the engineeringspecialty. At the University of Florida, we require all engineering undergraduate students tosuccessfully pass a set of science courses

Conference Session

TIME 3: Thermal Systems

Collection

2004 Annual Conference

Authors

Robert Choate

the students; while in assessment, thestudents and instructor assess how well the goals of the course were achieved in terms of studentlearning and the student’s ability to apply the learned skills and knowledge.The students used the student self-assessment survey given in Appendix C to determine thesuccess of the course in enabling them to achieve the course outcomes, with a 0 indicating nomastery and 10 very proficient. The course goals are to provide students with initial fundamentalexperiences in the stated outcomes and a level of competence with these outcomes. The courseoutcomes reflect intended exposure to the appropriate terminology and principles for furtherstudy, establishment of the problem solving methodologies, and extension

Conference Session

Integrating Math into Engineering

Collection

2004 Annual Conference

Authors

Arlie Donaldson

the environment by both radiation to theenvironment and interaction with surrounding air. With constant thermal properties and a“lumped mass” analysis, an initial value equation of the following form can be written: dT ‚mc ? i 2 ̇ / Â Q Loss Eq. (1) dtwhere mc is the product of the mass and heat capacity of the wire per unit length, i 2 ̇ is Jouleheating, T is temperature which is the dependent variable, and t is time which is the independentvariable. The quantities shown are typical symbols and can be found in popular heat transfertextbooks, e.g., Incropera and DeWitt 1. The heat loss term will reflect the expected modes ofthermal coupling

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Heinz Luegenbiehl; Kathryn Neeley; Jerry Gravander

their understanding of social and political issues. The otherpresentations in this session describe specific examples of how Criterion 4 is being met using avariety of multidisciplinary approaches. This paper reflects on these examples and formulatesgeneral guidelines based on them.Introduction A great deal of the discussion of ABET’s Engineering Criteria 2000, including our ownwork,5,6 has focused on outcomes a-k of Criterion 3. If, however, we consider the overallobjective of preparing engineers for practice and the importance of integration within theengineering curriculum, it becomes apparent that Criterion 4 (reproduced below) merits at leastas much attention. Criterion 4 emphasizes the role of constraints in engineering practice

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Greta Zenner; Amy Payne; Aura Gimm; Wendy Crone

sensors(Figure 1). The atoms in a solid are compact and maintain a fixed orientation, whereas those of aliquid move around and assume the shape of the container. Liquid crystal is another phase ofmatter that has the fluidity of liquids and the ordering of solids. The partial ordering orcoordination of LCs allows one atom in the LC phase to impact the orientation of its neighboringatoms. These subtle changes in molecular structure affect the wavelengths of light that areabsorbed or reflected by LCs, resulting in an apparent change in color of the material. Manyscientists and engineers work on utilizing the sensitivity of LCs and nanotechnology to create

Conference Session

Introduction to Engineering and More

Collection

2004 Annual Conference

Authors

Craig Gunn

enough to allow the beginnings of conversation.Others enjoyed the interaction and let it flow for the entire semester. A detailed report from thefreshmen at the end of the activity was intended to be a document that allowed students to talkabout what they had learned, how they were treated, and the reasons that they felt interactionwith senior students would help in their career path journeys. Perhaps some would call thereports reflection papers. They reflected upon the experience and their reactions to it.There is no grade given for the activity other than as a simple participation grade for theassignment. Since there was little or no chance that the students would not want to participate,we did not feel that a grade was necessary. More so, we