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

Conference Session

Issues for ET Administrators

Collection

2003 Annual Conference

Authors

Kenneth Rennels

accreditation purposes registration as a Professional Engineer, Architect or Surveyor is acceptable in lieu of a master’s degree. Criteria for employment, promotion, and financial recognition of faculty members should reflect emphasis on competence as a teacher, relevant industrial experience, and the master’s degree the appropriate terminal degree.4 Basic credentials consist of three years of relevant industrial experience and one of the following: a master's degree in engineering or engineering 2003-2004 technology, which is considered as the appropriate terminal degree; a master's degree in a closely related field if

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Tim Anderson; Marc Hoit; Richard M. Felder; Matthew Ohland; Guili Zhang

statistically significant difference. Page 8.718.13IMPEC dropouts for Reason 2 would reflect poorly on the program, dropouts for Reason 3 Session 2630would reflect well on it (since one of the objectives of the program is to give students a realisticpicture of what engineers do), and dropouts for Reasons 1 and 4 would not really reflect onIMPEC in either direction. The same can be said of non-IMPEC dropouts with respect to thestandard freshman curriculum. It would therefore be a mistake to draw any conclusions aboutprogram effectiveness from the lack of statistical

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Greg Luttrell

generated by the case scenario. This forces most students to employwhat Kolb calls reflective observation from many viewpoints in order to develop conclusions anddevelop conjectural models of the new concept.”6 In the first batch of discussion postings thesestudents very quickly identified the main issues of system safety, cost, and connectivity. As thestudents were able to process the concept and read others postings, comments began to emergeabout the visual impact of a raised track infrastructure, safety issues surrounding magnetic andelectric impulses, environmental benefits of Maglev and connections of a Maglev system withother transportation systems.This was only the third discussion of the semester and the students were already demonstrating

Conference Session

Developing Young MINDs

Collection

2003 Annual Conference

Authors

Doreen Lawrence; Broderick Boxley; Chris Kobus; Barbara Oakley

the last 12 years. Sumiton’spopulation is very transient—with a turnover of roughly 40% each year—and the entirecounty is well below poverty level. The median household income in the area is $33,247.SAT-9 scores reflect findings indicating Sumiton students do considerably better than theother students in the county—sometimes even exceeding state averages, (Figure 2, Table2). The 10-point or more spread between Sumiton students and those of the rest of thecounty in grades three through six suggests that the Kumon mathematics program has avery positive impact on the students in this school. Table 2: SAT-9 Mathematics scores for Alabama as a whole, Walker County, and Sumiton Elementary School, 2001

Conference Session

Improving Teaching and Learning

Collection

2003 Annual Conference

Authors

Suzanne Balik; Nachiappan Nagappan; Laurie Williams; Julie Petlick; Carol Miller; Miriam Ferzli; Eric Wiebe

course for a grade, concludingthat students who audited the class or took it for credit only had different motivations than otherstudents. Table 1 reflects the number of students who were part of the analysis.Table 1. Success Rate/RetentionSemester Section Number C and above Below C Success RateFall 01 Paired 44 30 14 68.18% Solo 69 31 38 44.93%Spring 02 Paired 82 54 28 65.85%Instructor 1 Solo 76 50 26 65.79%Spring 02 Paired 198 113 85

Conference Session

NSF Opportunities for Undergraduate Engineering Education

Collection

2003 Annual Conference

Authors

Gary Mullett

semester, teaching whatneeds to be taught. At that time, several of the faculty were also very active with after-hoursconsulting for a diverse cross-section of local industries and hence on the cutting edge oftechnology in their respective fields.STCC also had an active and successful development office both then and now, a reflection of thecollege president’s progressive philosophy. In fact, one of the faculty members of the ElectronicsGroup had applied for and received not one but several NSF laboratory improvement grants in theLaser Electro-Optics area [4, 5]. These grants were, to the best of our knowledge, some of thefirst that had ever been awarded to a two-year institution. During the 1995–1996 academic yearseveral events occurred that were

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

M. Sharma

importantrole in that and are an indicator of the effectiveness of the instruction that we design and deliver.Some instructors and educators may feel uncomfortable with the concept of “student self-reflection”, because of the notion that we are here to teach students, not to ask them how they“feel” about the course. We prefer hard numbers and are more accustomed to quantitativeassessment methods. But the utility of qualitative methods (interview assessment, portfolioassessment) of assessment has been demonstrated in many science, mathematics, and engineeringcourses2.The ability to effectively integrate new learning and teaching (instructional) technology tools andparadigms into engineering pedagogy is essential for continuous improvement of

Conference Session

Innovative Teaching Methods in Industrial Engineering

Collection

2003 Annual Conference

Authors

Silvanus Udoka; Paul Stanfield

Society for Engineering Educationprofessors had the responsibility of reminding the teams continually that the project was to becompleted as a team, and that the benefits of excelling as well as the consequences of notaccomplishing any step would reflect on the entire team, rather than the division that is allegedlynot performing.The next problem was that of scheduling. Since each class met at a different time, it was necessaryto schedule special sessions, with associated hurdles to get both classes together as neededthroughout the project. Also, scheduling of the initial meetings of each unified team with theproject manager was a very daunting task. The need to coordinate the times for about eightmembers of a team to designated time slots was

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2003 Annual Conference

Authors

Thomas Cassel

© 2003, American Society for Engineering EducationAcknowledgementsPenn’s Engineering Entrepreneurship Program reflects material extracted from hundreds ofrelevant books, articles, case studies and journals. It also reflects the advice provided by manyhighly regarded academicians and practitioners. The foresight to launch this Program isattributable to the leadership of Eduardo Glandt, Dean of Penn’s School of Engineering andApplied Science. For his encouragement and for the opportunity to undertake this tremendouslyrewarding “second career,” the author is immensely thankful.Case methodology represents much of the pedagogic approach in our Program. A number ofpublications provided helpful advice about case teaching24. Moreover, hours of

Conference Session

International Engineering Education II

Collection

2003 Annual Conference

Authors

Kirankumar Gundrai

mass destruction, but it alsois a consequence of the highly efficient and interconnected systems that we rely on for keyservices such as transportation, information, energy, and health care. The efficientfunctioning of these systems reflects great technological achievements of the past century,but interconnectedness within and across systems also means that infrastructures arevulnerable to local disruptions, which could lead to widespread or catastrophic failures. Asterrorists seek to exploit these vulnerabilities, it is fitting that we harness the Engineering,scientific and technological capabilities to counter terrorist threats.Engineers have a major role to play in preventing or reducing the ravages of terrorism

Conference Session

Teamwork, K-12: Projects to Promote Engineering

Collection

2003 Annual Conference

Authors

Craig Gunn

;punctuation with lists; and where does the punctuation go in figures and tables. A few grammarrules presented in the context of technical documentation to an engineering course at thebeginning of each semester or quarter will, in most cases, eliminate many of these mistakes.A third concern among readers of student text is the flat dull quality that comes from much ofthe text that is produced by students. This quality reflects a lack of flow in the wording, acondition similar to reading a list that indicates no apparent connection among the various partsof the list. This lack of connection makes a reader quickly begin to wander, sometimesbecoming lost in personal thoughts far from the actual text. The three items that may helpimprove all student text

Conference Session

Experienced-Based Instruction

Collection

2003 Annual Conference

Authors

Allen Estes; Ronald Welch

tosurvey our students about their achievement of specific course objectives.On their course-end feedback, the students have been extremely supportive of completing open-ended projects, especially for a real client. Relevant data are provided in Figures 5-7. Fig 5shows CE489 (client-based projects course listing) student responses to USMA-standardquestions that relate specifically to the quality of instruction and student learning; nonetheless,we also believe these particular responses also reflect student satisfaction with the coursedescribed in this paper. Baseline values are averages for CE489 and USMA-wide responses. TheUSMA baseline responses have been extremely stable over time. Last year we had two projectswith extremely low scores on the

Conference Session

Real-Time and Embedded Systems

Collection

2003 Annual Conference

Authors

J.W. Bruce

in maturation of team citizenship [3] and promotes reflective evaluation [10]. Student-basedassessments were taken three ways in the initial course offering. First, students provided qualita-tive mid-semester course evaluations and suggestions. Specifically, they provided feedback onwhat instructional methods are and are not “working” for them, which course topics have beenclearly understood, and which topics are still confused. Students were encouraged to provide sug-gestions to improve the remainder of the course. I adopted my teaching style as much as possibleto further engage the students in the assessment process. Second, students provided weekly quan-titative team citizenship and participation assessments of their teammates and

Conference Session

Abroad Educational Opportunities in Engineering

Collection

2003 Annual Conference

Authors

Bethany Oberst; Russel Jones

for common global grounds for quality standards, fair employmentpractices, and useful application of human resources goes on. That this section of thepaper is not longer is less a reflection on the importance of this theme than it is of the lackof real progress that has been made over the past three years.The social imperativeWhile students from around the world strive to acquire the strongest possible technicaleducation in engineering, some older hands persist in proclaiming that the ill-named “softskills” are the ones which will ultimately be key to the successful practice of engineeringby up-and-coming engineers. But the list of “soft skills” too often is limited to things suchas public speaking techniques, management skills and the

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Wook-sung Yoo; Fong Mak; Stephen Frezza

Number Instructor name Term General instructions… Course Objectives/Assess Methods This option is always available Assess Course-Exit Survey This option is available from date to date Figure 8: A specific course pageFrom the student perspectives, on-line surveys possess several advantages: 1. Ease of access: Students are not required to fill out the form during the class time but the survey form can be accessible from any location on the campus network at any time. Thus they get more time to reflect on the questions (days/weeks as opposed to 10 minutes with no time to prepare). This encourages more honest, thoughtful (and occasionally

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

K Muraleetharan; Gerald Miller; Dee Fink; Robert Knox; Randall Kolar; David Sabatini; Baxter Vieux; Michael Mooney; Carolyn Ahern; Kurt Gramoll

the quantitative responses and a discussion of the themes that emerged inthe “reasons for your answer” responses.5. Evaluation Results5.1 Student Questionnaires1. Course ObjectivesOverview: The most important finding about the Course Objectives has been that most of thestudents agree that these objectives had been met in Sooner City courses. These major conceptsare at the heart of Sooner City and appear in some form in the questionnaires of all Sooner Citycourses. They reflect the goal of producing engineering graduates who: a. Have developed strong design skills through repeated practice, beginning in the freshman year b. Can perform critical thinking and know how to go about solving complex, open-ended

Conference Session

Aerospace Engineering Curriculum

Collection

2003 Annual Conference

Authors

Abdel Mazher

formats (interviews, questions, tests, exams, Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Page 8.206.14 Copyright  2003, American Society for Engineering Educationquizzes, oral presentation, etc.) to express quantitative measures that reflect the degree ofachieving objectives. Evaluation should supply the instructors with the corrective measures tochange the material in the lab and to remedy the deficit in instruction techniques employed.Learning at distance, doing experiments at distance, or virtual labs, and using a computer networkwill facilitate using

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Linda Almstead; Karen Williams; James Hedrick

session was covered by themedia.C. Reflection Paper: This consisted of a two page individually written paper which included apersonal assessment of what the student had gained by participating in the workshop. Studentswere asked to summarize their experiences by describing what they learned, what was new tothem, what they liked and disliked, and what they enjoyed most.VI. Program AssessmentAt the end of the workshop, students were asked to complete an evaluation form which askedthem to rate each of the program components; to make comments about their collegeexperiences, staff members, and the length of the workshop; and to make suggestions forimproving the workshop for future students.While the program was carefully planned before it began, some

Conference Session

Innovative Curricula and Outreach

Collection

2003 Annual Conference

Authors

Sara Hise; Jim Clark; Bryant Kiedrowski; Aaron Jennings

electronics and specificallyby items such as portable CD players that have high power demands. Efforts were made duringthis time to introduce rechargeable consumer batteries, but it does not appear that rechargeablecells have cornered a large fraction of the (previously disposable) consumer battery market.Battery sales have not been as successful since 1999. Growth slowed to 5.2% in 2000 and mayhave been as low as 1.1% in 2001 (Worldofinformation, 2003). This may reflect some successin the rechargeable market, but is more likely attributable to the use of accumulated Y2Ksupplies and the impact of a cooler economy.U.S. battery manufacturing is dominated by Duracell, Eveready/Energizer (uses both brandnames) and Rayovac who produces batteries in the

Conference Session

A Focus on Industry Partnership

Collection

2003 Annual Conference

Authors

Juan Lucena

while I said, “This is great!” …They basically gave you books, gave you a job, and you could ask people, what the heck is this and what is binary and I studied hex and I don’t know, it was self taught, there were no classes at that time. The reason they said they hired me was because there were not enough people graduating from any computer science courses in 1976, there were a few but the aerospace industry was going into computers big time and there weren’t enough people so they just hired anybody and if they could do it ok. So, anyway I did that for about three years. (Schoenhals 2001)Bob reflected on how his easiness with foreign languages played a big role in the way he learnedcomputer languages

Conference Session

Contemporary Issues in Manufacturing Education

Collection

2003 Annual Conference

Authors

Shah Galib Habib; Arif Sirinterlikci

FEMcode, has a wide variety of modules responding to different needs and scales. DEFORM systemsare based on a flexible automatic and optimum mesh generation criterion [2]. The meshing systemworks well with large deformation. The DEFORM systems also include equipment models tobetter reflect the real life hardware conditions. They can simulate corner unfill, load requirements,die pressures, deformed mesh structure, nodal velocities, and other field variables. They can alsoconduct thermal and coupled thermal-deformation analyses. The DEFORM systems include thefollowing versions: DEFORM-3D for 3-D process analysis, DEFORM-2D for axisymmetric andplane strain process analysis on workstations and PCs, DEFORM-PC PRO for axisymmetric andplane strain

Conference Session

Introduction to Engineering: The Present State

Collection

2003 Annual Conference

Authors

Stephanie Velegol; Ronald Ziemian; Richard Zaccone; Richard Kozick; James Baish; Margot Vigeant

the need to first introduce many specific technical skills.2.B. & 2.C. In-depth seminarsIn these two segments ,the students opted to take two out of six seminars offered. The studentswere given a brief description of each seminar and asked to rank the seminars from 1-6. Theywere also asked to weight their choices with a dollar amount (for a sum of $100). All of thestudents received their first choice and 75% received their second choice. Although the majorityof the students were accommodated by their first and second choices, there was a small butsignificant number (~20) who were assigned to both their first choice and their third, fourth, orfifth choice seminar.While it was not the goal of the seminars to reflect a specific major, most