Collection

1998 Annual Conference

Authors

Marc A. Mesmer; Elizabeth A. Eschenbach

Session 2630 Web Based Forms for Design Team Peer Evaluations Elizabeth A. Eschenbach1 and Marc A. Mesmer2 Humboldt State UniversityAbstractThis paper describes the use of web based forms for a peer review process used in teachingENGR 111: Introduction to Design and is a follow up of work reported at the 1997 ASEEmeeting: Using Peer Evaluations for Design Team Effectiveness. The paper describes thefunctionality of the web based software and provides examples of web based peer evaluationsforms, as well a summary of the training students receive on how to write a good peer

Collection

1998 Annual Conference

Authors

Gary D. Keller; Fred Begay; Antonio A. Garcia; Albert L. McHenry

. For example, summer bridge programs recruit students from high school andneighboring community colleges who may actually attend college at a different institution withinour alliance. This provides students with a broader peer and mentor network than if they wereattending the same school in the fall. Graduate Preparation Institutes similarly recruit fromwithin our alliance, thus increasing the motivation factor for students to spend a summerperforming research and preparing for the GRE and increasing the pool of mentors that they candraw from for writing letters of recommendation for graduate programs around the country.Shared Planning And Management Our AMP is provided oversight by the Governing Board. The specific activities of our

Collection

1998 Annual Conference

Authors

Jon A. Leydens

Session 2761 To Not Lose Them at the Beginning: Nature and Human Values as a Writing-Intensive Course Jon A. Leydens Colorado School of MinesOn the first day of classes in January of 1982, I was sitting in a first-year philosophy course in theWillard O. Eddy Building on the Colorado State University campus. A balding, elderly man in aworn gray sweater walked in and wrote the words “Willard O. Eddy, Introduction to Philosophy”on the board, and I wondered why he had told us the name of the building but not his own name.He started the class by

Collection

1998 Annual Conference

Authors

Kenneth Reid

use softwaresimulation as a tool. Students are now introduced to design, the use of software simulation,formal report writing, and peer evaluation through this project at the beginning of their collegecareer. --------------------------------------------------------The introduction to circuit analysis (“Electrical Circuits I” - EET 102) course at the PurdueUniversity Electrical Engineering Technology Department at Indiana University PurdueUniversity Indianapolis is structured with a lecture section and a laboratory section like manysimilar courses nationwide. The laboratory section of Circuits I was structured with 16 weeklylaboratory assignments, performed by student teams typically consisting of two to three

Collection

1998 Annual Conference

Authors

James Stice

Session 0575 Tips on Proposal and Grant Writing Linda Martinez Duke UniversityYou’ve identified a need and developed a feasible solution. The next step is to locate anappropriate funding agency and to write a grant. Your goal is to create a document thatfunders feel: addresses an existing need; provides a realistic plan to achieve desiredoutcomes; and that you and your organization can deliver on your promises.Proposals generally follow this pattern: Introduction; Statement of problem/need;Objectives; Methods; Evaluation; Budget.Statement of Problem/NeedThe grant writing process can

Collection

1998 Annual Conference

Authors

Walter W. Fisher; Carol Crowley; Connie Kubo Della-Piana

. Evaluate the consequences of a logging ban. Make a recommendation for the “best” solution to the problem. Determine public policy regarding whose land it is and who should benefit.The writing process included pre-writing exercises for discovery, writing drafts, and rewritingdrafts. The process also included proofreading, editing, peer review, and conferring with peer Page 3.603.8 -8-facilitators and the instructor. Pre-writing included instruction in developing a subject, occasion,audience, and purpose and introducing the topic, restriction of the topic, and illustration

Collection

1998 Annual Conference

Authors

Elaine L. Craft

handbook on distance communications which has been shared with all projectparticipants. Effective use of distance communications technology can dissolve walls betweenbuilding and miles between colleges.The project web page (http://scate.org/scate) works well as a basic resource site for interestedparties seeking information about the project. Establishing an intranet for use as an "in-house"bulletin board is also a good idea.To facilitate project communications, listservs have been established. There is a general listservfor all project participants and a listserv for each discipline peer group. The dialogue and sharingon the general listserv have helped faculty review project threads and issues. Faculty who attendproject-sponsored conferences and

Collection

1998 Annual Conference

Authors

Paul D. Schreuders; Arthur T. Johnson

to be performed in a short period oftime, just prior to the due date.An alternate strategy is to assign a number of short projects throughout the semester. In thisapproach, three high intensity, short duration projects are assigned. The students must buildexpertise in an area in a matter of only a few days, requiring them to develop both research andtime management skills. In addition, because multiple projects are assigned, projects may beassigned in different disciplines and the students have several opportunities to correct theirmistakes and polish their report writing skills. However, because of their short duration theprojects must be somewhat limited in scope. Furthermore, because of the short duration of theprojects, the students

Collection

1998 Annual Conference

Authors

P. Hirsch; J.E. Colgate; J. Anderson; G. Olson; D. Kelso; B. Shwom

from faculty, administrators, and alumni togive undergraduates more opportunities in speaking and writing.2 In EDC, while students learna user-centered process of design, they simultaneously learn an audience-centered process ofcommunication. They learn not only that good communication leads to more effectiveengineering but also that an engineering education can help them become more effectivecommunicators. This is often a surprising notion to students pursuing math and science—andwho sometimes assume that engineers can’t write, or won’t have to.EDC owes part of its development to the national resurgence of interest in design3-6 and drawson the strengths of innovative freshman and sophomore design courses from other institutions,such as Clive

Collection

1998 Annual Conference

Authors

Alan Felzer

–Click on the dots on the vertical axis of the following graph to see how the open circuitvoltage of N is related to its equivalent circuit. V = 103I + 1 I RTH = 1K 1 + V VTH = 1 volt I (10–3 A) – –1ASSESSMENT - My students not only seem to like but also benefit from interactivedemonstrations like those above. But I am doing so many interrelated things in my classesincluding group discussions and peer instruction (Mazur, 1997) that it would be very hardto isolate the

Collection

1998 Annual Conference

Authors

Sub Ramakrishnan; Mohammad B. Dadfar

formats acrossheterogeneous computer systems. RPC integrates well within the course framework.The second project is an extension of the local programming paradigm. The students built anapplication to provide remote file service with functionality similar to that of NFS. It includedprimitives for remote file manipulation: open, read, write, and close. Like NFS, the applicationis stateless. This project helped them appreciate the need for a network representation and thesimplicity and power of stateless servers. Further, they realized that the classroom instructionprovides practical concepts useful in building real world applications comparable to popularservices like NFS.3. A Client-Server Project in JavaClassroom instruction provides the

Collection

1998 Annual Conference

Authors

Swami Karunamoorthy; K. Ravindra

globaleconomical changes, we have industrial reorganization. The role of an engineer has beenredefined due to various changes in industries. Integration has gained importance and theconcept of Integrated Product Development (IPD) has become the current industrial practice.The feed back from industrial peers and alumni has helped to reshape or modify the academicpractices and the result is the Integrated Curriculum Design (ICD). The industrial peers caneffectively contribute to the program through Industrial Advisory Committee (IAC). TheIndustrial Advisory Committee has been established for the continuos improvement of theMechanical Engineering program at Parks College of Engineering. The input from the industrialcommittee and alumni are considered as

Collection

1998 Annual Conference

Authors

Willie E. (Skip) Rochefort

-5 students; laboratory and computer teaching assistants; and in all cases mentors for theunderclassman. In the freshman course they also assist with course development, scheduling ofactivities (OSU orientation, plant trips, library tours, etc.), writing instruction, computerinstruction, and as “big brothers or sisters” to the freshman students. In each course where thesementors have been used, evaluations are conducted such that the students evaluate the mentors andtheir group members (peer evaluation), and the mentors evaluate the students. These evaluationsare given a weighting in the final grade determination for both students and mentors.The results after ten quarters of use are encouraging, though not without some “glitches”. The “good

Conference Session

Promotion and Tenure

Collection

1998 Annual Conference

Authors

James R. Alexander, University of Pittsburgh at Johnstown; Donald D. Harter, University of Pittsburgh at Johnstown; Jerry W. Samples, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators (NEE)

listedbelow:Performance Teaching Professional Community/UniversityMeasures Effectiveness Development Service Evaluation by a faculty Outline or agenda tied to Advising. mentor. successful efforts.Evaluation Indications of opinions Peer reviewed work that Committees within themetrics by unqualified peers supports the discipline or department, division, (student ratings). the pedagogy of the or the university. discipline. Peer Review Seminal works, although Service to

Collection

1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

Continue documentation procedures Analyze assessment/feedback forms Analyze quizzes and exams to determine problem areas Incorporate additional collaborative learning exercises Develop funding for potential projects such as peer assisted learning groupsPhase III Continue assessment procedures Continue documentation procedures Disseminate results (successes and failures) to colleagues Page 3.609.2 Develop and implement experimental designs to test efficacy of new methods Work with others who want to use additional active learning techniques in their classes Conduct workshopsPROGRESS IN PHASE IThe decision to design the course

Collection

1998 Annual Conference

Authors

David R. Haws

ability to group students together who are working on distinctyet related learning objectives (like EN and ET students in Strength of Materials) offers uniqueopportunities for cooperative learning. The studio format itself encourages collaboration, and thedepth of learning is enhanced by the diversity of background within the “studio.” By combiningEN and ET students in the same course, but with tailored learning objectives, a diverse,apprentice-like environment is created where students learn from the master (the professor),peers (students working on the same learning objective) and advanced peers (who have alreadymastered the learning objective in question). In addition advanced peers (and the master)broaden the context of their own mastered

Collection

1998 Annual Conference

Authors

Matthew J. Cline; Gary J. Powers

first-hand how hard and important clear and concise writing is. Just as with written reports, significant changes were seen with respect to oralpresentations. While other courses typically required one or two oral presentations, wefelt this did not develop the confidence and technique needed to generate effectivepresentations. In addition to the required 4 presentations, a one-page evaluation andcomment form was filled out by each member of the class during the presentations.Teams summarized the class comments, discussed the comments, and formulated actionplans for improvement. Since the projects were passed from team to team as the semesterprogressed, the questions from the peer audience were often very challenging. Also, asmultiple

Collection

1998 Annual Conference

Authors

Michael Tarnowski; Sara Wadia-Fascetti

taught to 5 different sections. Antidotal evidence suggests thatthe structure's laboratory course is one of the best teaching laboratory courses with respect tostudent learning objectives and the theory-based course, its instructional partner.Mid-course modifications have been made to help students improve their writing skills. Thesemodifications have given students more opportunity to earn course points through the writingand the opportunity to improve and earn back points. Peer reviews have helped students learnfrom each other and significantly reduce the amount of time a teaching assistant spends gradingthe TM's. The attendance policy, not initially implemented, requires that students attend allclasses and collect data themselves.A number of

Collection

1998 Annual Conference

Authors

Tom Owen; Jack Carter; Connie Martin; Cheng Liu; Ambrose Barry; J. William Shelnutt; Patricia Tolley; Nan Byars

during each summer (from late May to early July). Each student completes threelaboratory experiments on a Saturday, then writes them up for submission two weeks later. Thelast laboratory session, for ELET Laboratory IV, may be offered as a new course, ELET 3641Senior Design Project, in the last year of the program. We anticipate requiring at least twofaculty members and one teaching assistant on each Saturday. Two sections will be offeredsimultaneously on the UNC Charlotte campus on four Saturdays. With the cooperation of Wake Technical College, two similar special sections oflaboratory sessions are being planned for the students at the Raleigh site to preclude their havingto make the 3-hour drive to Charlotte. A UNC Charlotte Engineering

Collection

1998 Annual Conference

Authors

Jule Dee Scarborough

management software workshopsDevelop project, peer, team, & conflict Diversity workshop assessment inventories Ongoing assessment of project, team, peers, &Develop portfolio format conflictDesign project & build prototype Ongoing team issues, discussions, & resolutionsDevelop team skills bank based upon instructor's reading of individualTrain to use Problem-Solving Techniques & team journals-Conflict ManagementProject management & team videos Individual and Team plans Course RequirementsThis course engages students in both authentic and traditional assessment. Each activity listedabove

Collection

1998 Annual Conference

Authors

Stefani A. Bjorklund; Patrick T. Terenzini; John M. Parente; Alberto F. Cabrera

students reported somewhat stronger pre-college academic credentials than didthe ECSEL-course students. Compared to their ECSEL-peers, non-ECSEL students reportedhigher SAT scores (by 30 and 35 points on the verbal and math portions of the SATs,respectively) and high school grade-point averages. Each of these differences werestatistically significant. No statistically significant differences were identified, however,between the two groups with respect to current engineering GPA or overall GPA.Course CharacteristicsStudents were asked to indicate how often they (or the instructor) engaged in each of 24instruction-related activities. The scale ranged from 1 to 4, where 1 = “never,” 2 =“occasionally,” 3 = “often,” and 4 = “very often/almost always

Collection

1998 Annual Conference

Authors

Susan Campbell; Carol L. Colbeck

Perry scheme and require students to provide more documentationof the design process through methods such as journals.ABET stresses that engineering graduates should demonstrate an ability to communicateeffectively (ASEE Prism, 1997). Design projects typically involve written and oral reporting onthe project (Harris & Jacobs, 1995). These writing assignments exist not only to contribute to thedevelopment of communication skills, but also to simulate industry practice. Design projectsalso often involve teamwork. This teamwork helps students to improve their communicationsskills. The National Academy of Sciences (1995) asserts that graduates of engineering programsmust be prepared to work in a global economy. Teamwork highlights the fact that

Collection

1998 Annual Conference

Authors

Scott J. Amos

projects, interviews, informal and formal observations, peer assessment, selfassessment, oral examinations, writing samples, and others. Rubrics and portfolios will befurther described.RubricsRubrics are simply scoring devices, designed to assist in the process of clarifying, Page 3.117.6communicating and assessing expectations. Rubrics are grading matrices with specificinformation about what is expected of students for every performance standard. They aredesigned to make the criteria very objective, clear and specific. Other beneficial characteristicsinclude: 1. Identifies important outcomes to evaluators with an assignment of values for each

Collection

1998 Annual Conference

Authors

S. Cem Karacal; John A. Barker; Jacob Van Roekel

with a set of suggestedchanges. After making the changes, the students turn in revised versions of the reports. Theimprovements are significant. This method provides the students with an effective opportunity todevelop good writing skills through revisions based on corrections to their previous work.During the first week of the semester, the students play the name game adapted from ProfessorRaymond Landis of California State University at Los Angeles. They work in randomly formedgroups and are required to remember the names of the other group members. Group membershipis changed at each class meeting. The name game has proven to be very useful in fosteringbonding among the students. For many of the students this peer bonding is important for

Collection

1998 Annual Conference

Authors

Arthur B. Sacks

Division for taking leadership in defining the substance of arequired LAIS Division and to the humanities and social science curriculum: n Graduates must have the skills to communicate information, concepts and ideas effectively orally, in writing, and graphically.... Page 3.313.2 -2- n Graduates should have the flexibility to adjust to the ever-changing professional environment and appreciate diverse approaches to understanding and solving society’s problems. They should have the creativity, resourcefulness, receptivity

Collection

1998 Annual Conference

Authors

James Rehg; Sohail Anwar

developed for this project werederived from actual industry situations and reflected real-world concerns. Providing studentswith case experiences can be viewed as equipping future engineers/engineering technologistswith the tools they will need to effectively perform in industry.An engineering case is defined as an account of an engineering activity, event, or problemcontaining some of the background and complexities usually encountered by anengineer/engineering technologist. In his paper titled On Writing Engineering Cases published inthe Proceedings of ASEE National Conference on Engineering Case Studies, March 1979, GezaKardos explained the objectives and the content of engineering case studies as: The major objective of an Engineering

Collection

1998 Annual Conference

Authors

Bob Lahidji

. Thefaculty member shall demonstrate his/her continuing concern for instructional effectivenessthrough methods of presentation and evaluation of students. In support of teaching effectiveness,a faculty member must maintain a high level of knowledge and expertise in his/her discipline orarea of specialization. Evaluation techniques for all faculty members include, but are not limitedto self-evaluation, classroom visitations, and student evaluations of teaching, department headevaluation, peer evaluations, and assessment of academic advising of students.”Scholarly and/or Creative Activity: “A faculty member shall give documented evidence of his/her contributions to his/herdiscipline or area of specialization within the discipline or in an

Collection

1998 Annual Conference

Authors

Vijay K. Arora

professionaland personal life is chronicled. In It’s Not Luck, Thinking Processes for conflict managementand market segmentation are described. In Critical Chain, shortfalls of executive MBAprograms are discussed.While asked to write a book report on The Goal, the students are asked to support the TOC inshortening the production cycle and problem solving by Thinking Processes by mapping causeand effect relationships and selling the solution to a hostile audience who will not trust you.Students are asked to explain how the TOC and Thinking Processes work equally well inbusiness, politics, and family disputes—offering peace or profit without compromise. In mostbusinesses, pressures mount as managers strive to achieve local optima instead of company

Collection

1998 Annual Conference

Authors

Daina Briedis

statements and in developing their presentations. All group members arerequired to participate in the writing of the paper and in the delivery of the oral presentation. Thebasis on which they are to be graded both in their written reports and their oral presentations isstated up-front.Beginning two weeks later, the groups begin their presentations, which are spread across thesemester, but correspond generally to the material being discussed in class. The recitation periodis used for the oral presentations; the groups submit their written reports on the day of theirpresentations.III. Content and GradingThe papers and presentations have relatively simple requirements. They are to provide thegeneral background to the problem (its context), an

Collection

1998 Annual Conference

Authors

Joseph A. Shaeiwitz

assessment, since thefeedback loop is very short term, and the specific purpose is to improve teaching and learning.The concept is that the more one knows about what students are learning or are having difficultylearning, the better students will learn and the better they will perform on a summativeassessment exercise, i.e., a test. Page 3.141.3 The most widely-known classroom assessment technique is the “minute paper,” in whichstudents take the last minute of a lecture to write down what they learned in that class, and theinstructor uses this informal feedback to assess the success of that lecture period.7 A variation ofthis is the “muddiest