Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Florian Misoc, Southern Polytechnic State University; Jeff Wagner, Southern Polytechnic State University

Tagged Divisions

Design in Engineering Education

/laboratory experience gained by EE and EET students in the respective USuniversities. Previous research has determined that the practicum/laboratory experience isinstrumental in the graduates’ professional development, and it is one of the main criteria usedby employers to hire graduates from EE and/or EET programs. Consequently, laboratory contentin a Power Electronics course is directly related, and reflects the state of current focus of EE andEET programs in the United States of America.Thus, there is an implicit perception in the industry that graduates from EE and EET programswith no laboratory/practicum component on the power electronics course are less competitive ascompared to graduates where the laboratory/practicum is already implemented

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; Miriam Regina Simon, Ohio State University

Tagged Divisions

International

. 107-22, 2006.[3] G. M. Warnick, P. P. Magleby and B. E. Nelson, "Developing a Pervasive, College-wide Approach to Integrating Achievement of Global Competence into the Curriculum," American Society for Engineering Education AC 2012-4834, San Antonio, TX, 2012.[4] S. Klein-Gardner and A. Walker, "Defining Global Competence for Engineering Students," American Society for Engineering Education AC 2011-1072, VanCouver, BC, CA, 2011.[5] I. T. B. Clarke, N. D. Wright and R. M. McMillen, "Student Intercultural Proficiency from Study Abroad Programs," Jornal of Marketing Edcuation, vol. 31, no. 2, pp. 173-81, 2009.[6] T. Williams, "The Reflective Method of Intercultural Competency: A Multidimensional, Qualitative Approach

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Gardner promotes what is known aseducation for understanding. Further, one should make sure that the assessment and evaluationis completely holistic (Gardner, 1993). This ensures that student success outcomes are exactlydetermined and is measured accurately (Armstrong, 1994). Many scholars have alsorecommended and supported a value-added concept of education by doing assessments before,during, and after a course (Barr & Tagg, 1995). In his book Learning Paradigm College JohnTagg identifies essential features for generating such a paradigm and provides a flexible guideand a blueprint for implementing specific changes (Tagg 2003). It is important that the aims and objectives of discovery approach are reflected in everyaspect of the

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eduardo Alfonso Suescun-Florez, Polytechnic Institute of New York University; Ryan Francis Cain, PS 3 The Bedford Village School; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

their favorite aspect of thescience course. The classroom teacher believed that concepts learned in soil mechanics weremore memorable to the students than those encountered in a traditional class. Finally, we believethat the opportunity for elementary school students to interact closely with goal-oriented rolemodels, who are studying engineering, will help them to develop academic goals for themselves.5. Reflections, Sustainability, and Conclusions The observations on student engagement from the Fellow and classroom teacher arelargely positive for both science and math lessons. The students were reported to be eager toparticipate in the lesson and actively encourage other classmates to join. They attentively listenedto the lesson

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Mehmet Ayar, TUBITAK; Dennie L. Smith, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.[2] Wenger, E. (1998). Communities of practice: learning, meaning, and identity, Cambridge, MA: Cambridge University Press.[3] Wenger, E., White, N., Smith, J., & Rowe, K. (2005). Technology for communities. Retrieved from http://technologyforcommunities.com/[4] Yalvac, B., Ehlig-Economides, C., Brooks, L. A., & Smith, D., (2009, July). An international, interdisciplinary, and dynamic approach to teaching energy utilization and

Conference Session

Potpourri Design

Collection

2005 Annual Conference

Authors

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

current procedure of measuring novelty only at the concept level is not adequate. Noveltymust be measured at both the concept and the functional level, because important novelty at onelevel is not necessarily reflected at the other. A particular solution to a single function can benovel without producing a novel concept, and conversely a novel arrangement of low-noveltyfunctional solutions can result in a concept with high novelty. A revision of the novelty scaleand procedure is anticipated. A deeper understanding of what is meant by novelty is needed.6. Conclusions and Future WorkThis paper provides an important initial starting point for understanding the effects of functionalmodeling on the design process. An experiment was preformed to

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

William Willette; Larry White; Garry White

student whatchanges the working world requires. For this method, the premise is that good technical writingis a skill best learned by practice (29).This method is not overly time consuming for me. Each draft takes less than 5 minutes to editand the final submission is about a half page. The grade is given only to the final submissionwith no reflection on how many times it was submitted and corrected. Hence, if a student workshard enough he/she will get a “100” on the e-mail portion of the assignment.Most of the editing is to remove unnecessary words and replace with simple words. Wholestatements are removed that “go without saying” or contain information the addressee (as statedin the scenario) already knows. Also removed are excessive details

Conference Session

Innovative Graduate Programs & Methods

Collection

2005 Annual Conference

Authors

Suzanne Brainard; Sheila Edwards Lange; Elizabeth Litzler

experiencesoutside the classroom, graduate student experiences and the academic workplace for femalefaculty and administrators[11-13]. A chilly climate is defined by the isolation, subtlediscrimination and persistent micro-inequities experienced by women and underrepresentedgroups in academic settings. Hall and Sandler identified behaviors that overlook, ignore,discount or single out women, and reflect preconceived ideas about the ability of women tosucceed in academic settings[13].Numerous reports and research studies have shown that the paucity of women in STEM coupledwith the culture of science can create a climate that surpasses chilly to be frigid for women inthose disciplines[6, 14-18]. The climate in science departments continues to be based

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Jordan; Rosalind Hale; Renee Akbar; Ramona Travis; John Fulwiler

Administration. All Rights Reserved. This manuscript is a joint work of employees of the National Aeronautics and Space Administration and employees of Xavier University of Louisiana and Louisiana TechUniversity under Contract/Grant No. NNS04AB58Aservice teachers toured Stennis’ facilities, interacted with NASA scientists, and utilized theSpace Center’s Educational Resource Center in the development of the problem-based lessons.The CurriculumEach PSTI offers a curriculum that is reflective of their Center’s mission. Stennis Space Centeris responsible for NASA’s rocket propulsion testing and for applied sciences related to geospatialtechnologies, which served as the framework for the Institute’s curriculum. The curriculum wasdesigned to provide pre

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

David Ollis

, procedures, conclusions • Graphics: important diagrams of lab work • Show and tell: tools, parts, functioning of parts- in short, any demonstration that may help us to understand machine better • Calculations: choose 3 problems and explain calculations and significance of problemWritten work to be handed in the day of oral presentation- all members of group • Notebook with diagrams and procedures- in Spanish if possible • Calculations • Short essay on cultural importance of this technology: how technology reflects time, place, and people Students were encouraged to be creative in demonstrations and graphicspresentations. Vocabulary explanations and handouts were always

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Chiu Choi

4.30effectivelyI found this class to be 4.73 4.21 4.21 4.24challengingThe first survey question in the table measures the enthusiasm about the course content. Thesecond question includes the evaluation of practical design examples. The third question reflectsthe coverage of complex concepts and ideas. The fourth question includes the students’ opinionson MATLAB, which is the major instructional tool in that course. The last question reflects thelevel of difficulty of this course. The evaluation for this course is better than those of theDepartment’s, the College’s and the University’s. The evaluation was actually among the highestin that semester. This infers that a course with complex concepts can generate high

Conference Session

Nanomaterials for Learners of All Ages!

Collection

2005 Annual Conference

Authors

Jacqueline Isaacs

the vocabulary (jargon) of the other disciplines • Judge potential environmental impacts of nanomanufacturing • Consider the regulatory issues that may affect nanomanufacturing • Reflect on the ethical ramifications that may result from the applications of nanotechnologiesBased on the current response, the seminar course will be offered again in spring 2007.Graduate-level Courses: Round IIA three-credit senior elective/graduate course, “Introduction to Nanomanufacturing,” has been scheduledas for fall 2005. The course will be offered jointly between the three universities, with one-fourth of thecontent assigned to each institution and the remaining fourth allotted for societal impact issues. Table 4presents the preliminary content

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Nicola Ferralis; Leanne Avery; Daniel Haworth; Elana Chapman

activity in language and terms that schoolstudents can grasp. These changes in representational practice are reflected in the use ofa variety of social and artifactual communicative resources. Here the authors aresuggesting that gains in these areas are not simply indicated by the results of surveys orshort answers, but are demonstrated in practice by school students and by graduatescience students.For both indicators given above (evaluation of project activity areas in reference to thecommunity of practice of participants and evaluation of changes in the quality ofrepresentational practice of school and graduate science students in the areas impacted bya STEM outreach project) the fine-grained methods of qualitative evaluation work to anadvantage

Conference Session

Innovative Teaching/Learning Strategies

Collection

2005 Annual Conference

Authors

Robert Simoneau; Mary deManbey; Karen Wosczyna-Birch

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition 1Copyright ÆÉ 2005, American Society for Engineering Education”Advanced Technology, the Office of Workforce Competiveness and educational institutions thatinclude the technical high schools and four year colleges and universities in New England.The ultimate goal of the initial NSF ATE grant was to develop educational leadership throughthese activities so that educators not only gained additional knowledge, but that they could affectpermanent change in the classroom which reflected current workplace practices. This report willshow what succeeded and what could have been done differently as the grant evolved. Thelessons learned from this process can

Conference Session

Assessment Issues in 1st-Yr Engineering

Collection

2005 Annual Conference

Authors

Edward Evans; Sandra Spickard Prettyman; Helen Qammar

respective project.How First-Year Students LearnedThe final objective of our study was to compare differences in how the SL and CL students learn.We performed a content analysis of the reflective journals submitted during the latter weeks ofthe semester and after the completion of the team projects. We categorized the responses basedon five elements from the NRC report, How People Learn8 including 1) Learner’s beliefs abouttheir ability to learn, 2) Learning can be strengthened through collaboration, 3) Awareness andself-monitoring of learning, 4) Knowledge is structured around major concepts and principlesand 5) Learning is shaped by the context in which it appears. In evaluating their journalresponses we looked for instances in which the students

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Terry Wildman; Kumar Mallikarjunan; Mark Sanders; Jeffrey Connor; Vinod Lohani

, the VTeP was integrated into the in fall 2004 first semester EngineeringExploration (EngE1024) course with the goals of helping the students see the relevance of allengineering coursework, providing a foundation for life-long learning through reflection, andsetting the stage for the thoughtful collection of artifacts to support both student learning andprogram assessment. We believe this to be the largest single application of e-portfolios inengineering instruction. A companion paper gives details of e-portfolio experiences in fall ‘045.Engineering Education New Student SurveyThe Engineering Education New Student Survey is a locally-developed, on-going study ofstudents’ academic backgrounds prior to enrolling at Virginia Tech as well as the

Conference Session

Teaching Outside the Box in Civil Engineering

Collection

2005 Annual Conference

Authors

Zhiyong Zhao; Joe Hagerty; J. P. Mohsen

cases. Some presenters were given high scores for educational quality but somewhat lowerscores for quality of presentation. Apparently, not everyone has mastered all of the audiovisuals arts. Overall scoresdo not reflect an average of scores in the other aspects, in most cases. Totals of scores were compiled for eachaspect column for each case, as shown. Average ratings have been tabulated in the results at the bottoms of theaspect columns, and ranks have been established for the cases, as shown.Case L of I True to f Educ Q Qaul P overall Case L of I True to f Educ Q Qaul P overall1 10 10 10 9 10 2 6 8 7 8 8

Conference Session

Lessons from Entrepreneurship Programs

Collection

2005 Annual Conference

Authors

Michael Moore; Mary Raber

engineers andscientists to (re)present their design, communication, and collaborative experiences in academicand professional contexts. For the purposes of this class, your Enterprise Professional Portfoliooption will include these process steps: Selection, Design, Reflection, Assessment andPresentationSelectionThis is where you decide what to include in your Enterprise Professional Portfolio. Since alleffective professional documents are audience-based, you’ll need to decide first who yourprimary and secondary readers are going to be, and all subsequent decisions will be based on theneeds and expectations of those particular audiences. In general, you might consider a range ofexamples that showcase oral, written, visual, technological, and design

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Gul Okudan Kremer; Madara Ogot

100 course and instructor for thepast eight semesters since the introduction of industry-sponsored projects into the first-yearcurriculum. These data are averaged across eight instructors who teach a total of 14 sectionseach semester between fall 2000 and spring 2004. Although the instructor ratings for thiscourse are higher than the course ratings, both follow the same general pattern and revealsignificant variability across semesters. Because students work on the industry-sponsoredproject for a full half of the class duration and because this work accounts for a large part ofthe course grade (25%), it can be assumed that the variability across ratings reflects, in part,variability in student perceptions of the industry-sponsored project

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

William White; George Engel; Cen Karacal; Ai-ping Hu; Jerry Weinberg

; Exposition Copyright ©2005, American Society for Engineering Educationabout having taken the course, as well as strong positive feelings regarding the benefits of havingdone so. A number of students from each discipline expressed the opinion that this course pro-vided them with the most practical experience of any course thus far in their college careers.5. Future Work and EnhancementsThe multidisciplinary robotics design course will be taught again in Spring 2005. The assign-ments and course material shall be altered to reflect the student feedback and instructor percep-tions of what did and did not succeed in the pilot version of the course.5.1 Lab Assignment RestructuringA common complaint from students in the pilot

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Julie Petlick; Alice Scales; Aaron Clark

% 7.33%Of interest to the researchers were degrees offered by participants’ institutions that aredirectly related to preparing engineering/technical graphics educators. Five participants (or10%) out of the 49 that responded to this section on the survey indicated that their institutionoffers some type of major in engineering/technical graphics teaching, compared to the 1998survey that indicated 15 percent offered this type of degree. Of the five that responded to thisquestion in the 2004 survey, three indicated their institution offers a B.S. or B.A. degree, oneoffered just a M.S. or M.E.d related to this area, and one said their institution offered both.Again, the population difference for the two surveys is reflected in the responses to

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Erick Jones

accepted rule of thumb that coefficient alpha should be at least 0.70for a scale to demonstrate internal consistency. Coefficient alpha, commonly referred to asCronbach’s alpha, reflects internal-consistency reliability for the constructs in this study. It is not only necessary that an instrument be reliable, it must also be valid. Validity indicatesthat an instrument measures what it is intended to measure. Verification validation is defined asthe process of ensuring that a model represents reality at a given confidence level. This meansthat the mathematical model created should attempt to be a reasonable representation of reality.In this study the regression model attempts to score the level of CT. The inability of a model torepresent reality

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Pierre G. Lafleur; Jean-Paul Bailon; Bernard Clément

indication of the use of the computer-based tools, the number of questionsposted on the forum of the website is significantly higher in the 1035D version than that numberin the 1035C version. Several studies compiled in some meta-analysis 2, 3, 4 have shown thatcomputer-based instruction has a positive effect on the performance achieved by the students.However, we are not fully convinced that the computer-based tools have a positive effect onstudents’ success for the following reasons: • The didactic material is absolutely the same for the two versions of the course. In case of a positive effect of the computer-based tools on students’ achievement, this effect should also be reflected on the CT students. • The fact that

Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Mary Nelson; Barbara Olds; Monica Geist; Ronald Miller; Ruth Streveler

tophysical property differences. These students will not have a reasonable explanation for theobservation that tile feels colder and thus, in interviews with students answering the Carpetquestion, we heard explanations like the following: “Tile doesn’t release the heat as quickly as the carpet so the tile feels cooler.” “The carpet is absorbing more radiation and the tile has a higher reflectance, so the carpet feels warmer.” Page 10.335.7 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Conference Session

BME Potpourri

Collection

2005 Annual Conference

Authors

Roberta Berry; Jonathan Olinger; Paul Benkeser

theories express the judgment ofexpert ethicists. The normative standards set forth in these codes, law, and applied ethicaltheories change over time in response to argument, experience, reflection, new knowledge, andchanging circumstances. But professionals can neither justify their current choices norparticipate in the ongoing process of revision to these normative standards unless they haveknowledge of them.Bringing these normative standards to bear is not an easy task. The normative standards set forth Page 10.296.5in a professional code or law may conflict with the normative standards set forth in an applied Proceedings of the 2005 American

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

George Bodner; Deborah Follman; Mica Hutchison

on a subset of the surveyquestions aimed at assessing students’ confidence in their abilities to succeed in ENGR 106 inaddition to identifying those factors that they attributed to influencing their confidence.Students’ self-efficacy beliefs concerning ENGR 106 were first assessed using a Likert-scale likeitem patterned after the cognitive thought-listing technique employed by Lent.33 Students wereasked to think about ENGR 106 and rank the extent to which they agreed with the statement: “Iam confident I can succeed in ENGR 106.” Following this item, students were told to reflect on Page 10.1113.4all of the factors they considered when

Conference Session

Innovative & Computer-Assisted Lab Study

Collection

2004 Annual Conference

Authors

Hur Koser; Dennis Freeman; Alexander Aranyosi; Aleem Siddiqui

reflect fluidvelocity. Faster velocities can be measured by strobing the LED light source; using one pin ofthe computer’s parallel port to gate a transistor driving the LED works well for this purpose. Theresulting double-image of the beads can be used to estimate fluid velocity. Alternately, smallermarkers such as water-soluble, fluorescent semiconductor quantum dots[3,4] can be perfused.Because of the small size (<15 nm) of these nanocrystals, Brownian motion keeps them insuspension. Rough estimates of fluid velocity can also be determined from changes in height ofthe input reservoir, or velocity can be controlled using syringe pumps.A straightforward application of this lab is to ask students to measure brightness gradients andfluid

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Daryl Caswell; Clifton Johnston

1793Bibliography 1. Harris, James G., “Journal of Engineering Education Round Table: Reflections on the Grinter Report”, Journal of Engineering Education, Jan. 1994, pp. 69-94 2. Rittel, H.W.J., “Impressions of Architecture 130: Notes and Observations of Prof. Horst W.J. Rittel’s Classic Design Methods Course at Berkeley as taught circa-1969- 1971” Design Methods, Theories, Research, Education and Practice, 1996 Vol 29 no. 1 to vol. 32 no. 4 3. Fauvel, R., Winkelman, P., “Organization of Technological Information for the Novice Mechanical Designer”, International Workshop on Pedagogics in Design Education, International Society for Design Science of Engineering Design, Pilzen, Czech Republic, November, 1998. 4

Conference Session

K-12 Outreach Initiatives

Collection

2004 Annual Conference

Authors

Steven Fisher; Jed Lyons

itemswere smaller than the differences seen for the initial survey. The variability associated with theresponses to the items was smaller for Cohort 2 on items 2 through 7 as compared to Cohort 1.The difference in variability is an indication Cohort 2 responses were more consistent as a group.The differences in means and variability might be a reflection of the differences between the twocohorts in past teaching experience. However one cannot rule out the possibility of effects dueto one cohort being in elementary school classrooms and the other in middle schools. Page 9.511.5 Proceedings of the 2004 American Society for Engineering Education

Conference Session

Topics in Mechanical ET

Collection

2004 Annual Conference

Authors

Vincent C. Prantil; Thomas J. Labus; William Howard

and plot the deflected shape.Figure 10 shows the displaced shape of a bar pinned on both ends. Students computed thebuckling loads for fixed ends (simulating the grips of the test machine) and compared it to theload recorded during the buckling test. The comparison of test results to hand calculations forthese tests is interesting in that results for tests withpinned ends agreed very well with calculations (usuallyless than 5% error), while the test results for fixed-endtests were not as good (typically up to 20% error).Students learned that the idealized fixed boundarycondition may not accurately reflect the actualgeometry. A loose fit between the rod and the adapterallowed some rotation of the rod end, while theassumption in the calculated