Conference Session

Energy Project and Laboratory Ideas

Collection

2003 Annual Conference

Authors

Hosni Abu-Mulaweh

of the subject of heat transfer. The students would be able to applyconvective heat transfer principles and heat recovery concepts that they learned in the classroomlectures to real life application. This approach could make the subject of heat transfer a morepleasant experience for the undergraduate mechanical engineering students.Indiana University-Purdue University Fort Wayne is a state supported institution. Thus makes thepurchase of new instructional laboratory apparatus a challenge due to typical budgetarylimitations. In addition, the apparatus designed by companies specializing in educationequipment may not exactly reflect the educational objective intended by the faculty. Theseobstacles had forced us to seek and search different

Conference Session

Instrumentation and Control Applications

Collection

2003 Annual Conference

Authors

Andrew Koffman; Bryan Waltrip; Svetlana Avramov-Zamurovic

translates to thefact that we measured a 10 Ω resistor with uncertainty of 0.3% => Z1=10 ±0.03 Ω. Note that usingour bridge we could have observed the detector deflection for the resistance change of 0.02 Ω.The numerical values for this exercise were chosen to reflect maximum bridge resolution. We caneasily build a routine that can find resolution for different bridge settings as shown in MATLABscrpt3.m. This routine also selects parameters for the best bridge resolution. Page 8.271.5MATLAB script3 file:~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~% This is the

Conference Session

Web Education: Delivery and Evaluation

Collection

2003 Annual Conference

Authors

Robert Blake; kathleen marrs; Jeff Watt; Andrew Gavrin

?”, electronic bulletin boards, and other web-based features were added later.Our results in reducing attrition in the physics courses has been striking. Figures 4 (a) and (b)show, respectively, the DWF rates for introductory mechanics (PHYS 152) and electricity andmagnetism (PHYS 251). In each case, The horizontal lines reflect the periods before and afterJiTT methods were adopted.We would like to stress that these results do not reflect reduced standards or instructor effects.Throughout the period shown, both courses have maintained a strict policy that studentsautomatically fail if they receive less than 50% total scores on the mid-term and final exams.These exams are reviewed by other department faculty, including those who had been teachingthe

Conference Session

Tricks of the Trade Inside the Classroom

Collection

2003 Annual Conference

Authors

June Marshall; John Marshall

course content is difficult and presents many situations where students may get lostor not understand, it may be necessary to teach them the steps to take, the questions toask, and the resources to use that can lead to understanding. This situation is common inmath, the sciences, and other numbers-based courses such as economics and statistics.Question #6 - Study Skills: What study skills do my students need to be successful in mycourse? Will they need to organize large amounts of information, summarize information,use rote memory techniques, or prepare for essay exams? Assisting students indeveloping study strategies which fit the type of testing (or other forms of assessment)used in the course and which reflect the amount and nature of the

Conference Session

REU at VaNTH & Graduate Programs in BME

Collection

2003 Annual Conference

Authors

Stephanie Bird; Mark D'Avila; Penny Hirsch

in the excitement of VaNTH research. However, theprogram also reflects the recent emphasis in engineering education on the development ofundergraduates’ core competencies, i.e., those skills necessary for professional success Page 8.678.1regardless of field, e.g., problem analysis, team management, written and oral communication,“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education” Session 2309etc.5 In

Conference Session

Teamwork, K-12: Projects to Promote Engineering

Collection

2003 Annual Conference

Authors

Arvid Andersen

. Student teams are asked to create an individual Weighting Factor (WF) to reflect the workload pulled by each member of the team during the project performance. The 100 points distribution mentioned above is decided unanimously.d. Evaluation of the student participation in the study programme courses after deliberation and discussion with the course lecturer, attendance and from course exercises.A moderation panel made up of all people involved in other words supervisors and externalexaminers agrees the final overall mark.Final examination procedureThe final examination is held as a seminar with the following content:1. Oral presentation of written report

Conference Session

Visualization and Computer Graphics

Collection

2003 Annual Conference

Authors

Eric Wiebe; Theodore Branoff; Nathan Hartman

design process that leads to the solution is embedded in the model by Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Copyright 2003, American Society for Engineering Educationthe way the student chooses to construct their model. These construction decisions are revealedto the instructor through dynamic modeling activities. Second, these dynamic modelingactivities address the important issue of having instructional activities reflect authenticprofessional practice. In this case, dynamic modeling can come in the form of 'engineeringchange orders'.The worth of a model now is based not on a single geometric form, but how well it can beiterated through a number of

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Nancy Gautier

includes “hands-on” learning of the new theory.A third approach incorporates visual learning concepts. Even students who can easilycomprehend new material benefit from visual tools that affirm and increase the depth of theirunderstanding of concepts presented. A final approach uses guest speakers from industry whosecareer reflects the subject matter of the course. The speakers can provide information, giveadvice, and answer questions about career related topics; thereby, enriching students’ perspectiveson various career paths. The guest speaker often reinforces material that has been presented orchallenging assignments that have been assigned by the professor. Computer and Information Science courses which have been taught using

Conference Session

Unique Laboratory Experiments & Programs

Collection

2003 Annual Conference

Authors

Hyun Kim

conductingexperiments, analyzing the data, and interpreting the results inherently require good spokencommunication. The new course was offered for the first time in Fall 2000, and then subsequentlyin Fall 2001 and 2002. Each time, the laboratory instruction on experiments and oralcommunication activities has been slightly modified to improve students’ learning opportunity andalso reflect content changes that were made in the companion lecture course. As seen from thecopy of the course syllabus that is attached in the appendix, 40% of the course grade was basedon the performance related to oral communication activities.II. Tools for Improving Oral CommunicationIn order to insure consistent implementation, the GER Committee developed general guidelinesfor

Conference Session

Tools for Teaching and Learning

Collection

2003 Annual Conference

Authors

Sterling E. Skinner; Eric G. Chapman; Sheldon Jeter

. Page 8.675.4 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education”Project assessment: During the final two weeks of the quarter, all students were asked toprovide feedback on their teaming and design experience. The questionnaire givenduring week 9 is provided as Addendum 4. Additionally, during week 10, they wereasked to provide a reflective essay in their lab books which responded to the followingtwo statements. 1) Identify three or more, items, things, or aspects about your project, your team, oryour design process that worked well and that you were happy with. Discuss why each ofthese items pleased you. 2) You

Conference Session

What Makes Them Continue?

Collection

2003 Annual Conference

Authors

Silliman Stephen; Leo Hubbard McWilliams; Catherine Pieronek

2000-01 offering 2001-02 offering 2002-03 offering Total % Retained Total % Retained Total % Retained Started EG 111 385 370 384 Finished EG 111 358 92.99 % 323 87.30 % 331 86.20% Started EG 112 296 76.88 % 273 73.78 % 270 70.31% Finished EG 112 278 72.21 % 267 72.16 %These data require some context for interpretation. The enrollment numbers at the start of EG111 and EG 112 each semester reflect the number of students enrolled after the last date at whichstudents may add classes. The

Conference Session

Recruiting/Retention Lower Division

Collection

2003 Annual Conference

Authors

Terrence Freeman; Jessica du Maine

engineering professional societies that may also have student chapters. Part ofthe difference is rooted in the history and time of the formation of these organizations.Engineering professional societies were formed in the 1800s in the United States. They wereformed with the intent of benefiting the profession, society and its members. There was no earlyvision of women and minorities being part of those organizations. They have all evolved toembrace the diversity that exists within the profession and it is no indictment of their intent toacknowledge that their membership still reflects the underrepresentation of women andminorities found in industry and the academy. It wasn’t until 1950, when the Society of WomenEngineers was formed, that there was a

Conference Session

Teaching Strategies in BME

Collection

2003 Annual Conference

Authors

Joan Walker

(VaNTH ERC) Assessment andEvaluation Team and the design course instructor of a yearlong senior biomedicalengineering (BME) design course at Vanderbilt University explored the utility of onealternative form of instruction and student assessment, concept mapping.A concept map looks like a flow chart; however, instead of mapping the linear structureof knowledge, concept maps reflect the psychological or associative structure ofknowledge.5 Consistent with constructivist learning theory and research, concept mapsare composed of interrelated elements: nodes, directed lines and labels. Nodes representconcepts. Concepts are “perceived regularities in events or objects, or records of eventsor objects, designated by a label.” 6 For example, ‘engineering

Conference Session

What Makes Them Continue?

Collection

2003 Annual Conference

Authors

Kenneth Van Treuren

, American Society for Engineering Education 4. To introduce several technical subjects engineering students will encounter in their educational program. 5. To provide opportunities for group design experience.The course was designed to motivate students to make an early commitment to engineering as acareer choice. Departmental records are incomplete and it is not possible to determine whetherretention improved as a result of the addition of this course.Through the years the course purpose remained essentially the same, to help student s decide ontheir future in engineering. Changes in course content were introduced to reflect the increasingneed for students to learn the skills and tools necessary for a successful professional

Conference Session

Trends in Civil Engineering Accreditation

Collection

2003 Annual Conference

Authors

Robert Elliott

-requisite courses and that these are completedwithin our college. This results in a close tie between these students and our undergraduateprogram. Because of this closeness, we contend that the outcomes from our BSCE programassessments are generally reflective of the outcomes we would expect from the two graduateprograms.We also had some concern over the fact that both graduate programs involve faculty from otherdepartments. The MSTE program includes professors from Industrial Engineering and theMSEnE program includes faculty from Chemical, Mechanical, and Biological Engineering. Wehold at least one faculty meeting each year to discuss program issues. However, to date, neitherprogram has had a student whose studies were primarily in one of the

Conference Session

Practice/Industry Partnership

Collection

2003 Annual Conference

Authors

Ali Ansari

andconstruction for our particular region, breaking from existing convention and looking to nature asa designer, innovator and problem solver that has been performing ingenious engineering featsfor billions of years. In the process of attempting to teach ourselves the basics of nature’sengineering as they apply to ensuring thermal comfort, we believe we have also stumbled upon afascinating new paradigm for engineering education. “The Natural House Project” is an excitingadventure in teaching and learning – an enjoyable opportunity for students, and also the teachers,to use art, science and engineering principles in almost equal measure to imagine, conceptualize,design and build a home that reflects the beauty and ingenuity of nature. That being an

Conference Session

Outreach and Freshman Programs

Collection

2003 Annual Conference

Authors

Patsy Brackin; Clark Merkel

. Page 8.610.4 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education”Project assessment: During the final two weeks of the quarter, all students were asked toprovide feedback on their teaming and design experience. The questionnaire givenduring week 9 is provided as Addendum 4. Additionally, during week 10, they wereasked to provide a reflective essay in their lab books which responded to the followingtwo statements. 1) Identify three or more, items, things, or aspects about your project, your team, oryour design process that worked well and that you were happy with. Discuss why each ofthese items pleased you. 2) You

Conference Session

Electrical and Computer Engineering

Collection

2003 Annual Conference

Authors

Stan Harris

grading. Advantage: Student Students may reflect upon their answers between the time of Q/E completion and the time of receiving faculty feedback and may reach some of the same conclusions that the faculty member may later share with them, possibly enabling some students to become more amenable to critical feedback. Page 8.1101.8 Disadvantage: Faculty.“Proceedings of the 2003 American Society of Engineering Education Annual Conference &Exposition Copyright © 2003, American Society for Engineering Education” Faculty will likely have to spend more time preparing Q/E since previous Q/E are available to

Conference Session

Design for Community

Collection

2003 Annual Conference

Authors

Susan Lord

Reflection - Discussion of your preparation, actual experience, and reflection on what you learned in this experience. • Peer rating of team membersProject Parameters • Presentation will cover topics such as “What is USD?”, “Why major in engineering?” “What is the engineering design process?”, and “What is Walk On Water (WOW)? • Project will be done in teams assigned by instructor • Aimed at students in high school • Educational and fun • Presentation and activities should take about 45 minutes to completeJunior/Senior EngineeringAs engineering students enter the junior and senior years, they are looking for internships,projects, ways to apply concepts learned in prior courses, or other

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Anna Phillips; Paul Palazolo

the lab experiences more meaningfulthrough the utilization of statistical analysis of the results and through detailed lab reports, butdeliverables were limited to analytical, data-driven reports.With only one hour of credit given for the lab, students did not understand the need for the extrawork that was being required. Lab reports were usually sterile documents reflecting what thestudents believed that the instructor wanted rather than a vehicle for a learning experience for thestudents.Traditionally, Mechanics of Materials was heavily weighted towards engineering science(analysis) with few open-ended or design problems introduced. The number of topics covered inthe class left little room for the extended development usually required for

Conference Session

Understanding Students: Cognition

Collection

2003 Annual Conference

Authors

Sang Ha Lee; Stefani A. Bjorklund; John Wise; Thomas Litzinger

Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationfactors, albeit at a more detailed level, in her model for self-directed learning.10Candy, in his extensive review of self-directed learning, summarizes the characteristics of the self-directed learner from many sources.11 These characteristics fall into two sets, personal attributesand skills, that are analogous to Flammer’s “will do” and can do.” Candy’s lists are: “Will do” Attributes: curious/motivated, methodical/disciplined, logical/analytical, reflective/self-aware, flexible, interdependent/interpersonally competent, persistent/responsible, venturesome/creative, confident, independent

Conference Session

Capstone Design and Engineering Practice

Collection

2003 Annual Conference

Authors

Nathan Adams

providingundergraduate engineering students an opportunity to work on real/meaningful engineeringprojects with guidance from industry mentors. Materials covered in the paper include a very briefoverview of three helicopter engine integration projects accomplished by GEDT student teams.Rational for the project selection and scope are discussed. This is followed with a review of andcomments on an overall student project model. The paper concludes with a brief discussion onproject challenges and lessons learned.The thoughts and materials presented in this paper are the sole responsibility of the author and arenot intended to reflect the interests of Boeing, Rolls-Royce, Arizona State University, and LeedsUniversity.Projects ReviewAn objective of the helicopter

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Nicole Amare; Charlotte Brammer

has called it, “like an engineer.”3In essence, the cohort scheduling idea at UA functions as a reflection of some “turf wars” overwriting instruction at colleges around the country. It also epitomizes the conflict of the role ofwriting instruction: Do English departments exist merely to serve other disciplines’ needs for Page 8.490.2effective student writers (respective to each discipline)? Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering EducationThere are many misperceptions in English departments about if and

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

William Murphy; G. Lineberry

subjects stipulated in the course catalogdescriptions or in the course outcomes. While the ABET visitor acknowledged the satisfactorycontent of student work in these areas, it was stated that without it being included in the coursedescription and outcomes, such coverage was subject to instructor preference. The coursedescriptions and outcomes have been modified to appropriately reflect the coverage of the mathtopics in these areas. These course modifications will equally apply to the Lexington program,and perhaps prevent a similar issue from being raised at the time of their next general review. There were two concerns raised by the program evaluator. The first involved the fact that

Conference Session

Statistics in the CHE Curriculum

Collection

2003 Annual Conference

Authors

Valerie Young

information, or bycontacting the author directly. The outcomes reflect fairly standard technical content in thecategories of statistical methods of data analysis, statistical process control, and experimentaldesign. Topics listed on the course syllabus for each 50-minute lecture are also quite standard. Page 8.384.2Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering EducationCourse RedesignIf the technical topics and student learning outcomes for the course are fairly standard, what havewe changed? Four significant changes to the course were

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Richard Figliola; Beth Daniell; Art Young; David Moline

wrong inthe report. Overall, the usual miscues, such as failing to cite figures and referencing work, werecommon. Students struggled with data presentation, discussion of results, the extent of detailrequired, and a conclusion that presented a logical inference.The consultant observed that the students tended to be conversing with the instructor with theirreport rather than making the report stand on its own ("I connected the sensor to the amp…"), aclear reflection of their not understanding the intended audience. As a consequence, theinstructors were found to be encouraging the use of the third person and more use of passivevoice. This observation was quite important. The reliance on the passive voice appears to be areaction to a problem even

Conference Session

Societal Contexts of Engineering Education

Collection

2003 Annual Conference

Authors

Steven VanderLeest

unethical acts committed with the technology.5 Covering non-neutrality in the classroomThere are a number of methods that can be used to persuade students that the technology theydesign is not neutral. First, however, it is important to note that this idea cannot be assumed norcan it be covered too quickly. Students need time to think about it, struggle with it a bit, andmake it their own. One simple technique to address non-neutrality may be using betterterminology that more clearly communicates with students. For example, in order to keepstudents from sliding into the mistake of associating neutrality with lack of volition, terms such as“neutrality” or “value-laden” can be replaced with terms that better reflect the idea that designedform leads

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Sven Hvid Nielsen

the students to be involved in e.g.: 1) analysis and diagnosis of industrialissues, 2) development/design of solutions - holistic as detail, 3) planning/implementationand control of solutions 4) a dynamic learning process as benefit for innovation, research,methodology, tools and new knowledge,which naturally involves special attention to reflection and be aware of the potentialpossibilities and resources in connecting to human, social and technical dimensions in anecessary interplay between crossover, development, decision and carry out processes.Most of the projects are carried out in groups of students, which allows for practising inter-personal communication skills. Unfortunately, resource constraints at our university oftenlead to

Conference Session

Innovations in Teaching Mechanics

Collection

2003 Annual Conference

Authors

Richard Hall; Nancy Hubing; David Oglesby; Vikas Yellamraju; Ralph Flori; Timothy Philpot

been as high as would havebeen the case had the outcomes test counted toward their grade, which was reflected at least inthe low motivation levels for those in the high GPA group. Third, the lower-level knowledgeassessed via the multiple choice test may not have accurately reflected the additional spatial andapplied knowledge that could have been gained by those who were exposed to the 3-Dmultimedia presentation.It should be noted that the instructor presenting the video lectures in the experiment is anexceptional teacher who has received 12 Outstanding Teaching Awards in his 13 years at UMR.The fact that students viewing the animated Flash modules had ratings and scores that were notstatistically different from those of students viewing the

Conference Session

Web Systems and Web Services

Collection

2003 Annual Conference

Authors

Marcus Huggans; Steve Watkins; Halvard E. Nystrom

learning styles to class design can create opportunities for suchimprovements. Learning styles reflect that different individuals have preferred ways tolearn. Because of its promise to improve learning effectiveness, it was ranked by JamesStice as one of the eight key educational innovations in the last thirty years.1 Asynchronous web-based learning modules are intended for self-paced use. Thesemodules can provide an opportunity to apply pedagogical concepts to individualizedstudent learning. In particular, these modules can be specifically designed to appeal tostudents with specific learning styles. This tailoring is an advantage to instructors thathave preferred teaching styles and that have difficulty modifying their methods to facilitatethe