Conference Session

Entrepreneurial Leadership and Non-traditional Ways to Engage Students in Entrepreneurship and Innovation

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Paul Rossler, Oklahoma State University; Martin High, Oklahoma State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students then watched an engaging video about the California-based productdevelopment company, IDEO that set out to redesign the shopping cart. The following isthe out of class assignment. “Using Microsoft Word or other computer document software, write a brief summary of the IDEO video. Did they follow the design process as outlined in class? What did you like or not like about the video? What other comments do you have? This should be about 200 words.”The students wrote some very intriguing reflections of the IDEO video. Commentsincluded: “IDEO’s approach to design and production may seem way out of line to some, but I, personally, think that it is genius. By creating a creative environment, workers no

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University; Mary Graham, Clarkson University

Tagged Divisions

Technological Literacy Constituent Committee

affective domains, and is broadly categorized into the three dimensions ofknowledge, sensitivity/attitudes, and intentions/behaviors. Specifically, an energy literateindividual is one who: ‚ has a basic understanding of how energy is used in everyday life; ‚ has an understanding of the impact that energy production and consumption have on all spheres of our environment and society; ‚ is sensitive to the need for energy conservation and the need to develop alternatives to fossil fuel-based energy resources; ‚ is cognizant of the impact of personal energy-related decisions and actions on the global community; and ‚ strives to make choices and decisions that reflect these attitudes with respect to energy

Conference Session

Perceptions of Women's Success in STEM

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Catherine Claiborne, University of Washington; Suzanne G. Brainard, University of Washington

Tagged Divisions

Women in Engineering

discusses the factors which have an effect oninstitutionalization.Factors Associated with InstitutionalizationIn the literature four main themes often show up in definitions of institutionalization. These arevalue, leadership, stability, and diffusion. These four themes are discussed in detail below. Theauthors use these definitions in the literature to compile four important factors associated withinstitutionalization.In a classic work by Selznick34, he defined institutionalize as “to infuse with value”. He alsowrote that when organizations are institutionalized this means that they are established andconsidered valuable. Institutionalization then reflects the values of those who are part of theorganization, and results in the need to continue the

Conference Session

Climate Issues for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Xiang-Yun Du, Aalborg University; Anette Kolmos, Aalborg University

Tagged Divisions

Women in Engineering

2000, pp345-359.12. Kanter, R. M. (1993), (2nd edition) Men and Women of the Corporation. Basic Books, Now York.13. Kolmos, A. (1996), Reflection on Project Work and Problem-based Learning. European Journal of Engineering Education, Vol. 21, No.2.14. Kolmos, A. (1992), Metacognitive Aspects in A Group-based Project Work at Technical Universities, Contributions GASAT, the Netherlands.15. Kolmos, A.. (1989), Køn og viden i ingeniøruddannelsen, Institut for samfundsudvikling og planlægning. Skriftserie nr. 28, AUC. PhD-afhandling, 195 sider.16. Kolmos, A., Fink, F, and Krogh, L. (2004), (eds) The Aalborg PBL Model – Progress, Diversity and Challenges, Aalborg University Press17. Kolmos, A. og Rasmussen, P.(1994), De studerendes

Conference Session

Integrating Mathematics, Science, and Engineering

Collection

2007 Annual Conference & Exposition

Authors

Günter Bischof, Joanneum University of Applied Sciences, Department of Automotive Engineering,; Emilia Bratschitsch, Joanneum University of Applied Sciences, Department of Automotive; Annette Casey, Joanneum University of Applied Sciences, Department of Automotive Engineering,; Domagoj Rubesa, Joanneum University of Applied Sciences, Department of Automotive Engineering,

Tagged Divisions

Mathematics

Dynamics, Thermodynamics, Fluid Mechanics, andMeasurement Engineering. Furthermore, the course in General English is involved in the thirdsemester projects due to the designation of English as the overall project language.It is essential for the educational concept introduced in this paper that the degree of difficultyat the start of the projects seems to be beyond the present capabilities of the students. Theknowledge and skills necessary to complete the tasks successfully will be taught during thecourse of the semester, thus producing an increased interest on the part of the students in thesubjects they are studying. In this way we can compensate for one of the weak points in theeducational system, namely the lack of time for reflection on

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Lisa McNair, Virginia Tech; Whitney Edmister, Virginia Tech; Michael Alley, Pennsylvania State University

over the summer. In comparison with students in a traditional technicalcommunication course, students in the research sequence had more time to create strong graphicsto communicate their work. Moreover, students had more time to discern what evidence is mostpersuasive at supporting their assertions. Also, the framing structure of the research coursesequence provided opportunities for students to reflect on their research and to contextualize itsimpact to different audiences, for different purposes, and through different communicationmodes. The fourth and final main assignment called upon the students to write a journal articlethat documented their summer research. Students were allowed to follow the format of anyjournal or conference

Conference Session

Innovative Instruction Strategies in Calculus

Collection

2007 Annual Conference & Exposition

Authors

Martha Allen, Georgia College & State University; Amy Kelley, Georgia College & State University

Tagged Divisions

Mathematics

new or recent Ph.D.s in mathematics. Page 12.598.1© American Society for Engineering Education, 2007 Emphasizing Teamwork and Communication Skills in Introductory Calculus CoursesAbstractIt is widely recognized that teamwork and communication skills are important outcomes inundergraduate engineering curricula. At our institution, the program goals in the mathematicsdepartment, which apply to our pre-engineering majors, also reflect the necessity of these skills.Student course exit surveys analyzed by the department indicated that communication skills, bothwritten and oral, were not integrated into the

Conference Session

Software and E-learning in the ME Curriculum

Collection

2007 Annual Conference & Exposition

Authors

David Blekhman, California State University Los Angeles

Tagged Divisions

Mechanical Engineering

an excellent agreementin the case of the airfoil to questionable in the case of the flow over a cylinder. Nevertheless, inall cases FlowLab was an excellent tool in visualizing the flow.Adoption of the software created more work for students, which was reflected in their responses.Overall, students’ involvement ranged from low to very excited. Some students asked for morefeatures to solve real-world problems.A number of high quality publications have recently appeared on the topic, discussing theimplementation and integration of the package into existing courses and the redesign of teachingphilosophy. This paper continues the discussion, confirming that further improvements arewarranted on the instruction side as well as on the part of the

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

develop program outcomes that reflect the unique nature of your program and embed theCriterion 3 a-k outcomes within them. Then you need to assess how your students perform withrespect to your program outcomes.Program: The assessment part is easy. The program outcomes are accomplished through thecourses we teach, and every professor provides a direct assessment of student performancethrough course grades. It the students pass all of the courses, we can then conclude that theyhave met all of the outcomes.Expert: You cannot use course grades alone to assess the achievement of your programoutcomes. Unless there is a clear one-to-one correspondence between a given course and anassociated program outcome, simply passing the course does not guarantee

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Reid, Indiana University-Purdue University-Indianapolis; Christine Floyd, Brownsburg East Middle School

Tagged Divisions

K-12 & Pre-College Engineering

progress through the development of their model. The problem must include sufficient data and context to allow the students to judge for themselves when a model is working or if it requires modification.4. The Model Documentation principle requires students to document their progress as well as their final model. The development of the final product – the model – is a deliverable in itself. This allows students’ to look reflectively as they continue development of the model.5. The Share-ability / Reusability / Generalizability Principle requires a solution that can apply not only to the situation as presented, but is applicable to similar situations. The solution should also be transferable to other

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

treated as participants and benefactors ratherthan objects.In general, each semester corresponded to one cycle of action research. Each cycle involvedplanning changes, implementing the changes, collecting data on the results, and reflecting onthe data 27, 28. The notion that research must be based entirely on quantitative data lostcredibility some time ago23, 29-31, and to maximize triangulation a wealth of both qualitativeand quantitative data was gathered from a variety of sources over a four-year period. Only afraction of the data is presented here. This fraction should be viewed not as anecdotal but asrepresentative of a much larger body of data. Data were collected directly by OASIS, as wellas by course surveys, interviews with instructors

Conference Session

IE Program Design I

Collection

2007 Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; K. Jo Min, Iowa State University; Frank Peters, Iowa State University

Tagged Divisions

Industrial Engineering

of the CI process,several of the assessment rubrics have been modified since their initial application. After theFall ’04 semester, the rubric for outcome (h) was determined to need adjustment to increase itseffectiveness. Two of the evaluation criteria were further defined. In addition, senior studentresumes were collected to provide additional information about student activities.3 Likewise, therubric for outcome item (j) has required some revising. After the Fall ’05 semester, for example,IIE introduced an energy component in ABET Criterion 8. The current rubric for (j) reflects that. Page 12.578.6In addition to the objective measures

Conference Session

Lean Manufacturing and Six Sigma in Manufacturing Education 2

Collection

2008 Annual Conference & Exposition

Authors

Joseph Chen, Iowa State University; Ronald Cox, Iowa State University

Tagged Divisions

Manufacturing

Page 13.224.9Based on the collected information and given facility layout of company K, the student team was ableto generate a flow chart to have a clearer, more visualized understanding of each process. The flowchart also presented locations of the processes and relative distances between them. Upon obtaining allof this information and reflecting on the current status, the student team immediately started to workwith the operator and manager in on a value stream map. The reason of a creating current value streammap with the presence of company staff right after collecting data is to make sure the current maprepresents the current status of company K to the best extent. Any error or omission of important dataat this stage will lead to failure

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Michael Casey, George Mason University; Ellen O'Donnell, George Mason University

Tagged Divisions

Civil Engineering

grouped with “industrypartner” or “alumni relations” information. Separate sections or totally separate websitesprovided information ranging from a basic mission statement to detailed organizationalinformation including items such as a constitution, by-laws, annual reports, meeting minutes, etc.It must be restated that the survey reflects only whether evidence of an IAB was present and, inthe case of a College-level IAB, beneficial to the program, not whether one actually exists or not.The survey results are summarized in Figure 1. Page 13.901.6 Figure 1: Number of IABs identified for College-only (E), Multi-level (M

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

reaffirms McKeachie's18 view that at leastfour elements of teaching seem to make a difference in student gains in thinking, namely,• student writing and discussion;• explicit emphasis on problem solving procedures and methods;• verbalization of methods and strategies to encouragement development of metacognition; and• time to think and reflect. Figure 4(a) Figure 4(b) Page 13.1084.9 Figure 4(c) Figure 4(d) Figure 4 Whole brain creative process in the Logo projectLogo project detailOur decision to choose a

Conference Session

Computer Simulation and Animation II

Collection

2008 Annual Conference & Exposition

Authors

Mark Rossow, Southern Illinois University-Edwardsville

Tagged Divisions

Computers in Education

and formulation of generalizations and principles. It would appear thatlearning is best facilitated when impasses are carefully chosen in both design andnumber. Researchers have proposed inserting, in the worked example, prompts such asmultiple-choice questions30. The questions typically are conceptual rather thanquantitative in nature and are designed to force students to reflect upon and generalizetheir ideas about the example being studied. It is interesting to note that such “concept-eliciting questions” play a key role in the work of Steif and colleagues39-40, even thoughtheir focus is on learning through problem solving rather than through studying workedexamples. Indeed, learning through solving problems begins to resemble

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Kyu Yon Lim, Pennsylvania State University; Roxanne Toto, Pennsylvania State University, University Park; Hien Nguyen, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Mark Wharton, Pennsylvania State University; John Cimbala, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

instructor notes should be made available to students.Faculty who were proponents of posting notes stated that sharing and posting notes “was anatural consequence” of using the tablet. Benefits of posting class notes included theaccommodation of various learning styles and the ability of students to verify and self-checktheir own learning using the instructor notes. Additionally, annotated notes provide for moreauthentic learning as these collaboratively built annotations reflect meaningfully constructedrelationships among the course concepts. Faculty who were against posting notes voicedconcerns which included: decreased student attention and class attendance, the ability to takegood notes, and potentially diminished student learning.Traditionally

Conference Session

Innovations in the ChE Laboratory

Collection

2008 Annual Conference & Exposition

Authors

Katherine Taconi, University of Alabama, Huntsville; R. Michael Banish, University of Alabama, Huntsville

Tagged Divisions

Chemical Engineering

added to experiment Volume of methanol remaining in product Moles of methanol added to experiment Mass of methanol remaining in product Volume of methanol reacted Moles of methanol remaining in product Mass of methanol reactedFor the entire reaction procedure, determine the following, and compare the ratios to those Page 13.489.12specified by the theoretical equations.Moles methanol:moles oilMass methanol:mass oilVolume methanol:volume oilTask #4: Re-write the chemical reaction on a mass, molar, and volume basis, to reflect the actualamount of oil used, the total amount of methanol added as a

Conference Session

IE Program Design I

Collection

2007 Annual Conference & Exposition

Authors

Manuel Morales, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

Industrial Engineering

) Leaving Engineering: Lessons from Rowan University’s College ofEngineering, Journal of Engineering Education, January7. Felder, R.M., Brent, R., Understanding Student Differences, Journal of Engineering Education, January,p.57-72, 2005.8. Kroll, B.M., Teaching Hearts and Minds: College Students Reflect on the Vietnam War in Literature,Carbondale, Ill.: Southern Illinois University Press, 1972.9. Astin, A.W., What Matters in College?: Four Critical Years Revisited, Jossey-Bass Publishers, SanFrancisco, 1993, Chapter 11.10. Marton, F., and Säljö, R., “Approaches to Learning,” in Marton et al. [11]11. Marton, F., Hounsell, D., and Entwistle, N., eds., The Experience of Learning, 2nd ed., Edinburgh:Scottish Academic Press, 1997.12. Heckel, Richard W

Conference Session

Entrepreneurial Leadership and Non-traditional Ways to Engage Students in Entrepreneurship and Innovation

Collection

2007 Annual Conference & Exposition

Authors

Russell Dinardi, Lafayette College; Sharon Jones, Lafayette College

Tagged Divisions

Entrepreneurship & Engineering Innovation

increasingdue to the increases in innovative technological advancementsCreative Thinking - The ability to think of original, diverse, and elaborate ideas.Critical Thinking - The intellectually disciplined process of actively and skillfullyconceptualizing, applying, analyzing, synthesizing, and/or evaluating informationgathered from, or generated by, observation, experience, reflection, reasoning, orcommunication, as a guide to belief and actionEntrepreneurship - Innovation; the process of starting or growing a business orventureEntrepreneurship Education – Programs, schools, and other ways to informpotential entrepreneurs about the tools necessary for a successful small businessLeadership - “The only definition of a leader is someone who has followers

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University-Great Valley; Danielle DeCristoforo, Lockheed-Martin

Tagged Divisions

Design in Engineering Education

, Page 13.1094.3while cognitive styles range from one extreme to a contrasting extreme (see Figure 1).Both cognitive level and cognitive style have multiple dimensions, each of which is measuredusing an appropriate psychometric instrument. As noted above, for example, cognitive level canbe measured in terms of potential capacity through intelligence tests and/or talent evaluations,while manifest capacity may be assessed in terms of (e.g.) skills, knowledge, and/or expertise.One of the most familiar dimensions of cognitive style may be Introversion-Extraversion, whichis often (although not the most accurately) measured using the Myers-Briggs Type Indicator(MBTI®)17; Active-Reflective learning style (measured via the Learning Style Questionnaire9

Conference Session

Experiential and Service Learning

Collection

2008 Annual Conference & Exposition

Authors

Jim Chamberlain, Clemson University

Tagged Divisions

Multidisciplinary Engineering

setting of an engineering problem.The value of projects using the IPD is that students are introduced further to each of theabove characteristics and are able to “practice” engineering as a mentored beginner. Theauthor believes that better decisions about whether or not to continue in engineeringeducation will be made out of the experience of and reflection upon such practice Page 13.913.4Methodology for International Project Development (IPD) DesignThe IPD design methodology described in this paper is a series of steps that flowsequentially (Figure 1). The process includes initial brainstorming by the larger projectteam, preliminary design by the

Conference Session

Mechanical Engineering Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Mechanical Engineering

such as timelines, responsibility charts, etc. 4. Students will be able to participate effectively in multi-disciplinary teams, demonstrating that they are effective team members and evaluating the performance of team members.Students self assess their achievement of the course outcomes, with a 0 indicating nomastery and 10 very proficient. The results of the student self assessment and instructorgrade based assessment of the course outcomes are shown in Figure 8 for the spring 2007capstone class. A target score of 8.0 for each outcome reflects student demonstration ofcompetence in these professional components. Students’ self-evaluation was consistentlycomparable (slightly higher or lower) to faculty evaluation, and

Conference Session

Technical Capacity Bldg for Developing Countries & Service Learning

Collection

2008 Annual Conference & Exposition

Authors

Lauri Burke, Colorado School of Mines; Barbara Moskal, Colorado School of Mines

Tagged Divisions

International

4.9 3.5 0.9 1.3 Master’s Candidate 12.1 6.7 2.3 2.7 2.3 0.9 1.8 Freshmen Undergraduate 7.0 2.5 1.3 3.8 1.0 2.5 0.1Table 2. Average hours per week per groupNote: Efforts of the scholarship recipient during the Fall 2007 semester is given in average hoursper week per student. The Total Average column reflects the average hours worked each week,by degree program, for scholarship recipients working on both of the project teams. The other Page 13.523.12columns represent the average of the semester total hours for each

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Michael Alley, Pennsylvania State University; Melissa Marshall, Pennsylvania State University; Christopher Johnstone, Pennsylvania State University

Tagged Divisions

Liberal Education

in the regular sections; only two minorities participatedin the engineering sections. These numbers are too low to include gender and ethnicity instatistical analyses. One interesting result that arose from the reflection essays in the engineering sections atthe end of the semester was that of the 11 female students in the engineering sections, all 11explicitly admitted the nervousness that they had at the beginning of this course for speaking inpublic. In contrast, fewer than half of the male students explicitly admitted having anynervousness. The issue of nervousness weighed much more on the female students. For instance,10 of the 11 female students brought up the issue of nervousness in the first two paragraphs ofthe 2-page essay

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Stacy Gleixner, San Jose State University; Elliot Douglas, University of Florida; Olivia Graeve, University of Nevada-Reno

Materials course in Fall 2005 and Spring 2006. Each semester there was atraditional format section of the course and a PRIME Modules format of the course. The PRIMEModules format course both semesters (Fall 05 and Spring 06) were taught by the sameinstructor. The other two sections of the traditional format course were taught by two differentinstructors. The test was administered at the beginning and end of the semester to all sections.The results are given in Table 5. The scores are out of a possible 30. The relatively low finalscores reflect that the questions on the MCI do not directly relate to the material taught in thecourse. The low exit scores from these introduction to materials courses are similar to thosereported in the literature.17

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

their knowledge bybreaking the topics down for the high school level. The presenters were asked to fill out a shortquestionnaire (Table 3) about their experience of presenting their project for outreach. Whilethere were only a small number of student presenters (n=2), the feedback was good. They bothcited how the high school student questions allowed them to reflect on their knowledge.Additionally, both students cited methods of improving their projects as demonstrations,including using more games and focusing less on equations or actual lecture. The results fromthis questionnaire will be distributed to students in future courses, to allow them to see other’sreflections on their projects.Table 3: Questionnaire for students who presented their

Conference Session

Project and Model-Based Mathematics

Collection

2007 Annual Conference & Exposition

Authors

Dennis Berkey, Worcester Polytechnic Institute; Bogdan Vernescu, Worcester Polytechnic Institute

Tagged Divisions

Mathematics

motivation can be used to attract more studentsto mathematics.From its very beginnings in 1865, Worcester Polytechnic Institute has promoted, at thefoundation of its educational philosophy, the balance between theory and practice. The vision ofWPI’s Founders to emphasize the mutual reinforcement between theory and applications,reflected in the university’s motto “Lehr und Kunst”, is ubiquitous on campus from theundergraduate and graduate curriculum to the university seal and the architectural details of itsbuildings.WPI’s undergraduate curriculum affords a seamless transition from courses to real-worldprojects. In 1971 the WPI Plan pioneered a radical departure from the conventional approachesto engineering education by introducing major projects as

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Kevin O'Connor, University of Rochester; Daniel Amos, University of Washington; Tori Bailey, Stanford University; Gary Lichtenstein, Stanford University; Lari Garrison, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Marcus Jones, Howard University; Derek Seward, University of Rochester; Lisa Perhamus, University of Rochester; Reed Stevens, University of Washington

Tagged Divisions

Educational Research and Methods

),during the first two years of the APS. Our person-centered framework led us to designethnographic interviews that “encourage respondents actively to reflect on and evaluate their lifeexperiences” with the aim of exploring “the most significant and meaningful aspects of the worldof the individual as experienced by him and in terms which he thinks, is motivated to act, andsatisfies his need.” 17 This approach leads us to construct detailed case studies of individuals, Page 12.1295.6especially with an eye to how similarities and differences in cases can inform our understandingof the broader culture. In this paper, we explore how two students at

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; Jared Berrett, Brigham Young University; Andy Swapp, Milford High School; Ronald Terry, Brigham Young University; Thomas Erekson, Western Illinois University

Tagged Divisions

K-12 & Pre-College Engineering

summer program focused on systems control. The technology teachers had previouslyidentified systems control as an area of expertise that they needed and could use in theirclassrooms.Near the end of the summer of 2005, the BYU team met to reflectively assess the strengths andweaknesses of the program as we prepared for the next round of professional development. Ourassessment was that we successfully followed the model of 1) presentation of theory, 2)demonstration of a new strategy, 3) initial practice, and 4) prompt feedback about participant’sefforts. However, despite a successful incorporation of many of the “best practices”(competitive selection of participants, allowing participants to participate in the planning,professional development