Conference Session

Scholarship in Engineering Technology

Collection

2004 Annual Conference

Authors

Abi Aghayere

strategies at their institutionsin order to provide the necessary support mechanism for ET faculty scholarship and thusmotivate their faculty to become engaged in scholarship. As much as possible, ET scholarshipshould be student-centered, involve students, and enhance student learning and classroominstruction. As ET faculty begin to reflect on their teaching, consulting and other activities on acontinuous basis, and writing or presenting on their findings to a broader audience, and receivingfeedback, classroom instruction will be enhanced; however, for this to happen and for thescholarship culture to become ingrained in ET, adequate support and enablers for facultyscholarship and an adequate reward system are needed; such support could be in the

Conference Session

Learning & Teaching Issues

Collection

2004 Annual Conference

Authors

Vikas Jain; Durward Sobek

respectively for the satisfaction and thequality models. From the learning results, it was observed that the network architectures had a Page 9.1256.9good “memory” and the trained matrices of weights and bias reflected the hidden functionalrelationship well. Thus the models can serve as a reasonable surrogate to reality. Finally, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Educationbecause the testing and validation errors (MSE) were small and the R-Sq values low, the modelsdeveloped can be considered reliable for the

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Nigel Middleton; Barbara Olds; Heidi Loshbaugh; Ruth Streveler

an evaluation, a participant in a 2000 workshop reflected, “time wellspent; I believe all instructors would benefit by learning more about WAC and how theycan help students become better writers.”physics i and iiThe Physics courses, unlike the Writing Program, already existed in the CSM curriculum,and were required of each CSM student. As a general requirement, the existing course,largely lecture or other passive forms of content delivery was plagued with lowevaluations, student dissatisfaction, and high rates of failing grades. This course needed amakeover, and the Faculty Mini-Grant program helped to provide the means. As Dr.Thomas Furtak, the principal developer of the Physics I course describes it, “we hadarrived at a point where I

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

John Hochstein

encounter with the BSC are revealing and similar to theinstructors’ perceptions of the experience. The design teams did not integrate the BSC into theirday-to-day operations to the extent that had been hoped. It was viewed more as an “add-on”, asanother “thing to do”, than it was as a system that could improve team effectiveness. Theinstructors believe this is due to a lack of regular insistence, on their part, for project progressreports reflecting the BSC objectives and initiatives. Both the students and instructors fell intoold habits and relied almost exclusively on milestone charts and task planning sheets to trackproject progress.The instructors view some of the student assessments with skepticism: “I just filled it in withthings that I knew

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Mark Henderson; Gerald Gannod; Barbara Gannod

written (in 7 words or less, including a noun and a verb) on a self-adhesive Post-it note or card 2) Team members silently move the Post-it cards around to form closely-related idea groups 3) If disagreement exists when grouping, make copies of the contested card and place in more than one group 4) Label each group with a header card, which clearly identifies and reflects the theme of the cards 5) If there are single idea cards that don't fit well with the other ideas, have the team decide if they should be kept (they may be excellent ideas thought of only by one person).This process was used on each of the first three questions. The results consisted of severalgrouped post-it notes, each with a student-generated

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Neal Ninteman; John Natzke

Course to Engineering Program OutcomesThe following is an assessment of the twelve program outcomes for Engineering Principles I & II, asrequired by ABET Criterion 3 (a–k). The program outcomes are written to reflect the mission andobjectives of George Fox University, a faith-based educational institution that is anchored in the liberal artstradition. It is noteworthy that this freshman course covers all but one of the outcomes, more than any otherengineering course we offer. a. an ability to apply knowledge of mathematics, science, and the engineering sciences for effective engineering problem solving—Problem solving techniques rely on an understanding of algebra, trigonometry, and basic science. b. an ability to design and

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

Lisa Rosenstein; Jeffery Donnell; Christina Bourgeois

in all forms of engineering communication. What follows are selectedundergraduate classes in this required sequence and a description of what engineeringcommunications issues are raised in each class.CEE 3000—Engineering SystemsThis undergraduate engineering course incorporates a series of lectures on written, visual, andoral communication. After each lecture, homework that reflects the instruction on a particulartopic is assigned. For example, after a lecture on basic principles of engineering reports, thestudents are required to write a short report on a civil engineering system. Recent report topicshave included the Venice Tide Barrier Project and the Yangtze River Diversion Project. After alecture on visual communication, students are

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

Alfred Carlson

teaching methods. Submitted to 2005 ASEE Annual Conference Consistent with their written comments, the scores reflected the idea that thestudents did not feel they learned the material, that the course was not interesting, andthat I wasn’t prepared to teach the course. This was the worst student evaluation Ireceived in more than 20 years of teaching!Discussion Having used it to teach, I believe there are two incontrovertible facts about usingPBL in a junior level first course in thermodynamics at Rose-Hulman. The first fact isthat the students using PBL perform just as well on thermodynamics tests as do theircounterparts taught using conventional lecture and/or active learning in the classroom.The

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

Karim Muci; Jonathan Weaver

.However, once the teams have completed the concept selection task, we ask them to representthe final concept that they have selected in as much detail as possible using a CAD model likethe one shown in Fig. 5. From our perspective, that CAD model constitutes one of the maindeliverables at the end of the first semester. During the second semester, we suggest that the students perform all following tasks: • System-level design • Detail design • Build alpha prototype • Test alpha prototype • Incorporate minor design changes that may be needed • Certify alpha prototype • Reflect on the results and the process In the case of the HTC senior design project sponsored by a company, a

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

H. Jung; Anthony de Sam Lazaro; Amanie Abdelmessih

sometimes ignored in a desire to produce a ‘good design’. Jenkins et al (4) propose a differentmodel – one which integrates previously completed technical designs with management- relatedissues. In this model, it is apparent that most of the earlier design experience was of a very highstandard and the integration of this design experience in the final capstone project waseffectively done by introducing project management and aspects of constructability (or DFM inother applications). In an electrical engineering program, Hines and Christie (5) have proposed amore focused model, flexible enough to cater to the changing needs of the power industry and, atthe same time, addressing more stable accreditation criteria. The projects reflect marketeconomics

Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Scott Danielson; Robert Hinks; Mark Henderson; Chen-Yaun Kuo; Chell Roberts; Darryl Morrell; Robert Grondin

student objectives and outcomes using thesame mapping process as the program objectives. Table 2 shows the results.Developing Brand IdentityAn important step in the design process was the development of brand identity. Brand identity isa reflection of a program’s mission, vision, values and competitive position. It is a mixture ofattributes, tangible and intangible, which, if executed properly creates value and influence. Italso can align internal decision making and behavior in ways that are consistent with the brandand, therefore, with the department’s mission, vision, values and competitive position. Thedevelopment of brand identity was a valuable mechanism for refining and clarifying the team’scollective vision for the program.The director of

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Thaddeus Fowler; Suzanne Soled; Laura Koehl; Anant Kukreti

Appendix 2. Thisallowed for a tracking of what instruments need to be administered, when this should be doneand which objectives the data would support.Instruments were identified for each goal or objective as can be seen in the evaluation chart.Qualitative instruments included reflections, focus groups, written observations and portfolios. 2Quantitative instruments were primarily Likert scale ratings measuring attitudes, confidencelevels, and satisfaction and feedback levels about project implementation.4The formative evaluation offered the opportunity to create feedback loops for ongoingimprovement in the implementation of the grant. The analysis of the formative data led to thecreation of lessons learned and, where possible, adjustments to

Conference Session

TC2K Issues and Experiences

Collection

2005 Annual Conference

Authors

Ronald Land

either ‘not met,’ ‘met,’ or ‘exceeded.’Values of ‘0,’ ‘1’ and ‘2’ are assigned to these answers to generate numerical scores. The samequestions are asked of all students and all faculty, regardless of their campus locations, andsurveys are conducted in each course at every campus each semester. The two faculty inputs are – (1) a self-reflective general assessment of his or her success inachieving each expected outcome, and (2) individual assessments of each student’s success inachieving each outcome. The first of these is intended as a benchmark to compare to students’assessment of the class’s effectiveness (see below). As part of the general assessment, facultyare also asked to identify the specific tasks, tests, projects, lab exercises

Conference Session

Student Teams & Active Learning

Collection

2004 Annual Conference

Authors

Richard Bannerot

ability towork effectively on a team.The results from the four classes consistently indicate higher SAT Verbal scores andlower SAT Analytical scores for the “good” team players compared to the “poor” teamplayers. These results are suspect, however, since the SAT scores are probably the leastreliable of the input variables. Also, this result may simply be a reflection of the fact that Page 9.302.10a large fraction of the “poor” team players (40%) were Asians, who usually do well inmathematics but tend to have (English) language difficulties. Proceedings of the 2004 American Society for Engineering Education Annual Conference &Exposition

Conference Session

Engineering Education Research

Collection

2004 Annual Conference

Authors

Alisha Waller

is carried out, align with a conceptual framework, reflect careful and thorough reasoning,and disclose results to encourage debate in the scientific community” (p. 6). Applying these ideasto education research is perhaps a bit more fuzzy and unclear than applying them to disciplinaryresearch in STEM fields. In order to make these applications more clear, let’s discuss some ofthe similarities and differences between engineering disciplinary research and STEM educationresearch.Engineering Research and STEM Education Research “Education is multilayered, constantly shifting, and occurs within an interaction among institutions (e.g., schools and universities), communities, and families. It is highly value laden and involves a

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Sven Nielsen

considerable extent according to human resource, expenses and economic re- sults,• they are guided to a result of essential extent and importance – in the light of relations to a number of people who will be affected, and to the result’s functionality (lifetime) and economic influence.,The above characteristics naturally involve special attention to reflection and awareness ofthe potential possibilities and resources in connection with human, social and technical di-mensions in a necessary interplay between innovations, development, decision and executingprocesses.The risk of a close co-operation between university and enterprises is that the studies and stu-dent groups can seem like free consultative partners and with short term solutions only

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

David Brigham; Angran Xiao; Kenneth Bryden

to support the students’ interaction andexploration. A human factor experiment was conducted accounting for the different educationalbackgrounds and learning styles of the students in order to achieve the highest learning effectiveness.We suggest that students without a background in CDF prefer using streamlines to vector field todisplay vector data such as flow speed. For scalar data such as product concentration, students preferusing isosurfaces to contour surfaces.There are some concerns to be addressed in the future work:♣ The engineering models are an essential part for the virtual reality model to reflect the actual fermentation process, as well as the plant process. It is necessary to work closely with the industry to ensure that

Conference Session

Student Teams & Active Learning

Collection

2004 Annual Conference

Authors

Jeannie Brown Leonard; Janet Schmidt; Linda Schmidt; Paige Smith

groups in engineering, students who left engineering for other majors, aswell as engineers in the workforce. As stated by a senior student, “this kind of course[is] tryingto get you to see all aspects…from concept to design to implementation and manufacturing…Ithink a grade in this course, to me, is more reflective of how you are as an engineer than a lot ofthe other courses that you take.” Comprehensive project based courses are more predictive of Page 9.85.10who will be a successful practicing engineer than courses on theory. The learning potential of “Proceedings of the 2004 American Society for Engineering Education Annual Conference

Conference Session

Mobile Robotics in Education

Collection

2004 Annual Conference

Authors

Steve Richards; Daniel Pack; David Ahlgren; Igor Verner

possess. Hence, the project selectionshould be determined based-on well-established criteria that reflect the senior design projectobjectives of a particular institution. A variety of robotics projects give faculty members theflexibilities desired to meet the objectives of an individual program.Administrative Issues: We now briefly discuss the administrative portion of senior designprojects. We present the method developed at USAFA in this section and share the lessonslearned in the Discussion section. At USAFA, the senior design course for the electricalengineering and the computer engineering students is a one-year, two-semester long, course. Westart the first semester with lessons to teach students hardware skills necessary to implement

Conference Session

Collaborative & New Efforts in Engineering Education

Collection

2004 Annual Conference

Authors

JoAnn Lighty; Holly Moore; David Richardson; Nick Safai

institution of highereducation in Utah. (See Table 1) The data in Table 1 reflect credit bearingclasses. Table 1 STUDENTBODY PROFILE (Based on Fall Semester 2002 for SLCC* and Fall 2003 for UofU) Salt Lake Community University of College Utah Student Headcount 23,154 28,437 Male/Female 52/48% 55/45% Utah Residents 94% 90.4% Undergraduate/Graduate N/A 78.8/21.1% Percentage of White students

Conference Session

Curriculum Development in Computer Engineering Technology

Collection

2004 Annual Conference

Authors

Ming-Sung Koh; Mick Brzoska; William Loendorf

will be able to independently solve complex realworld problems in Software Engineering Technology as demonstrated in their senior projects.Conclusions, Reflections and the FutureThe SET Program at Eastern Washington University has been implemented and is now up andrunning. Information gathered through surveys and site visits was utilized to create an innovativeand state of the art SET Program. By using an experience-based service learning model, workingclosely with industry and the community, and applying a new recruitment and retention modelfor underrepresented students the program is poised for success. Page 9.692.13 Proceedings of the

Conference Session

Life Sciences and ChE

Collection

2004 Annual Conference

Authors

Alfred Carlson

covering the same volume of material. Instead of “covering” severalgrowth models for cells, the cluster approach allows the students to explore only one or “Proceeding of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2004, American Society for Engineering Education”two. Design tends to become focused on scheduling and sequencing issues, nottheoretical considerations of the design process or use of design software. Overallstudents learn to find “a” way and not to hear about “all the ways” of accomplishingsomething. I am convinced that the students’ comments that there was “not enoughlecture” reflected the lack of what I call the “feeling of efficiency” in learning that

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Sara Ross; Patrick Giordano; James Blanck; Dona Johnson; Peter Jansson

payback of 3.2 years. Whenconverting the incandescent lights to fluorescent T8’s, there would be an annual savings of$1,519 with an investment cost of $170 and a payback of only 0.1 years. The T8 fluorescentbulbs are the newest generation of lighting. Previously the most efficient method of lighting wasthe T12. The declaration of T8 and T12 reflects the overall size of the fluorescent tube. The T12is a larger physical tube compared to the T8 tube; this decrease in size contributes to the overallenergy efficiency of the lighting. The proposed lighting changes are cost effective, fairly simpleto implement and provide a considerably short-term payback. In reviewing the water usage of theTeam House, it was discovered that the current water consuming

Conference Session

Emerging Trends in Graduate Education

Collection

2004 Annual Conference

Authors

Sig Lillevik

they can also be worth nothing. When youadd in bonuses, the total compensation in industry contains several factors and this is not byaccident. The theory is that when times are good your compensation increases and when timesare bad it decreases. This way, a company does not have to lay off employees in bad times andrehire-retrain them when times rebound. Academic salaries are on the other side and often table-or formula-driven. Some department heads adjust salary increases to reflect merit but many justuse a percentage based on their new budget.Your performance metric in industry is focused on results (technologies transitioned, productsshipped, etc.) and measures what you accomplished and how you contributed to the company’smission. At the

Conference Session

IS and IT Education

Collection

2004 Annual Conference

Authors

Thomas Cullinane; Baris Yanmaz; Ronald Perry

and WRA categories. Variables fromthe former categories might be influenced by the educational process and the individual, whilethose from the latter categories strongly reflect work experience. This suggests that there may becomparatively little that the education process can do to influence migration to IT as opposed toexperience in the industry -- more on this in Section 5. Since gender was not selected as a predictor variable but there is strong feeling that itshould matter, the sample was split by gender and SPSS was offered the same sets of "final" pre-dictor variables to produce a "male" and a "female" equation for each outcome measure. The re-sulting equations are shown in Table 4. The R2 values are generally in excess of 0.90

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2004 Annual Conference

Authors

Mohammad Alam

Education9. Concluding remarksIn the above, we have attempted to show how a modern electrical and computer engineeringdegree program must reflect, in a balanced fashion, the wishes and aspirations of its majorconstituencies. In order to achieve this, there must be well-defined goals and carefully specifiedoutcomes showing that those goals have been achieved. Part and parcel of this is an effective setof assessment tools, the results of which must be carefully analyzed to ensure effective remedyof weaknesses. Finally, at all times, all engineering programs, large and small, must try toinculcate, by whatever means, a personal interest in the welfare of the individual student.AcknowledgementsThe authors would like to thank faculty members of the

Conference Session

Unique Courses & Services for Freshmen

Collection

2004 Annual Conference

Authors

Catherine Blat

SI. It is interesting to note that the demographicsof the students who attend SI are reflective of the demographics of general population of thecollege. Page 9.897.8 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering Education Figure 4: SI* vs. Non-SI Gender 100% 90% 80% 70%% of Students 60

Conference Session

New Approaches in Engineering Curriculum

Collection

2003 Annual Conference

Authors

John Doherty; Gerald Gannod

. Figure 3 summarizes the course objectives and outcomes for the ESE course. The objectivesfocus upon the design, analysis, and development of applications that utilize both hardware andsoftware. The outcomes indicate the observable characteristics expected from students upon com-pletion of the course. To summarize, the course is intended to address quality of service issues(e.g., safety and reliability), system modeling and analysis, and application development for sys-tems that use both hardware and software components. As the development of the course progressed, a modest number of objectives and outcomeswere modified to reflect the scope of the course. The objectives and outcomes shown in Figure 3represent the final product of the course

Conference Session

Engineering Education Research

Collection

2003 Annual Conference

Authors

Barbara Williams; Paul Blowers

SAT scores showed that there are numerous ways to skew the databy ignoring or excluding certain data sets from a subject pool.16 In addition, when U.S. News &World Report stopped independently calculating student to faculty ratios in 1996 and schoolsbegan self-reporting this information, ratios dropped from 12:1 to 10:1 in one year.10 This meantthat an institution of Harvard's size with approximately 7000 undergraduate students would havehad to hire 100 more faculty in just one year to have their student-to-faculty ratios change thatmuch. The actual numbers at most schools do not reflect that large of an increase in either facultyhiring or such a dramatic drop in student enrollment, which seems to be implied in the 1996-1997self-reported

Conference Session

Outreach: Future Women in Engineering

Collection

2003 Annual Conference

Authors

Sasha Pasulka; Sandhya Pillalamarri; Milica Milovancevic; Michael Wagner; Meena Nimmagadda; James Adams; Anjali Gupta; Mary Anderson-Rowland

more likely to have avision to persist in these fields, even if their self-confidence is not as high as that of the youngmen.The middle school years are a critical time for forming identities, some of which may be counterproductive to success in schools and others may reflect gender stereotypes. In order to promotegender equity, a 1996 report by the American Association of University Women, Girls in theMiddle, recommends that programs be developed that 1) stress role playing and activities that arenontraditional, 2) build math and science skills, 3) expose girls to role models and mentors, and 4)address girls’ developmental and intellectual needs 20. We believe that our TechGirl website willaccomplish all of these goals.As part of the process