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

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