Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Matthew Dettman

.Armed with this wealth of information, the faculty ultimately had to determine the specifics ofhow to assess the outcomes considering some specific issues surrounding the WKU CivilEngineering program, including the following: 1. The CE faculty consists of only 4 people, therefore, the assessment workload cannot be burdensome, 2. The WKU Engineering programs are project based which the faculty must be evident in the outcomes assessment process, 3. The programs are going through their first EAC of ABET accreditation, therefore the opinion was that the Criterion 3 requirements must not only be met, but comfortably exceeded to avoid any possibility of a deficiency in this area.Based on the necessary background information

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Norman Dennis

Committee on Faculty Development to define who should teachthe body of knowledge. Discussion focuses on faculty credentials, methods of content delivery,and venue of programs, e.g., in-residence versus distance education programs.Introduction Since the mid 1990s ASCE leadership has supported the notion that formal education ofcivil engineers beyond the baccalaureate degree was required as a prerequisite for professionalregistration. This concept was initially proposed in 1998 with the moniker “Master’s as the FirstProfessional Degree.” This notion of increased formal education met with some negativereaction from the rank and file membership of ASCE.1 and as a result the ASCE Board ofDirection formed the Task Committee for the First

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Tim McLernon; David Hughes

methods andprocesses, and the outcomes of the assessment, will not conflict with the demands of the otherassessment ingredients in the cooking pot. This may be explained further by using an analogywith a 2-lane ‘A’ road through higher education leading to a predetermined learning outcome.The 2 lane ‘A’ road, as illustrated below, represents, in the one lane, the ‘student learning’ and, inthe other, the ‘assessment of student learning’. It is proposed that this is the ‘traditional’ modelwhereby the assessment of student learning runs parallel with the learning itself and complementsthe learning. There should be no diversions or obstructions on this road. There are always factorswhich impinge on and distract this process, but more and more, the

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Eric Steinberg; Ben Stuart

that werecovered with the greatest frequency and include mathematics, chemistry, fluid mechanics,mechanics of materials, and statics. This information is presented in Tables 3 through 7.Performance criteria are defined as the minimum levels of competency expected for a measuredoutcome. Three performance criteria based on the FE were established as general standards forall graduates, since all OUCE students are required to take the FE Exam. First, there is anexpectation that the overall percentage of students receiving a passing grade will exceed thenational average for the CE discipline. Second, regardless of the national average, it is expectedthat 80% of all students taking the FE will receive a passing grade. Third, for specific

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Waddah Akili

design anddesign-related courses is repeatedly emphasized by ABET during accreditation visits and byother engineering organizations, such as ASEE, in conferences and through relevantpublications. Thus, directions for proper merging of professional experience with engineeringscience in design courses are a concern that comes up often in educational forums. How bestcould such “a merging scenario” be planned and implemented, depends on: faculty foresight,available resources, and the commitment-on the part of the faculty and the administration-to themission.The paper reports on a success story of such a merger in a geotechnical/foundation class. Thesuccess achieved was attributed, in large measure, to the proper coordination that precededcourse

Conference Session

Innovative Curriculum Developments

Collection

2005 Annual Conference

Authors

Stephen Renshaw

Internships: Lessons learned beyond the classroom. David Laxman, Michael Bright, Stephen Renshaw Information Technology, Brigham Young University1. IntroductionThis paper describes ways in which our internship taught us to use project development models,learn new technology, and communicate our ideas effectively with management. We provide alist of ten guidelines to effectively communicate as interns and describe how businesses canbenefit from internships.Our internship, provided by Central Utah Water Conservancy District (CUWCD), has helped usapply our IT education, gain real-world IT experience, and learn to communicate withmanagement. CUWCD hired us to produce a web-based

Conference Session

Mobile Robotics in Education

Collection

2005 Annual Conference

Authors

Bradley Bishop

Teaching Robot Design: Locomotion Beyond Differential Drive Bradley E. Bishop United States Naval Academy Systems Engineering 105 Maryland Ave (Stop 14a) Annapolis, MD 21401 bishop@usna.eduAbstract: In this paper, we present a novel design challenge for a mobile robotics course,focusing on locomotive methodologies and mechanism design. This exercise requires that thestudents design a robot for locomotion over complex and challenging terrain. This exercisedemonstrates the difficulties associated with

Conference Session

Project Management and Team Issues

Collection

2005 Annual Conference

Authors

Zbigniew Pasek

, innovation and creativity, andglobalization. It concludes with Exam #2, which is in a take-home format.TEACHING APPROACHWe all learn in a number of different ways and the learning process can be facilitated through theuse of variety of viewpoints and media. Thus to reach everyone, a variety of instructionalmethods is used, including: lectures, class discussion and teamwork on projects inside andoutside of the class, in class demonstration exercises, guest presentations and films. The “cone ofexperience”7 indicates that people generally remember: • 10% of what they read. • 20% of what they hear (lecture). • 30% of what they see (demonstrations, movies). • 50% of what they see and hear (discussion groups). • 70% of what they say or

Conference Session

Graduate Student Experiences

Collection

2005 Annual Conference

Authors

Malinda Zarske, University of Colorado at Boulder; Daria Kotys-Schwartz, University of Colorado at Boulder

Page 10.674.5she joined the NSF-funded GK-12 Fellows program through the ITL Program’s outreach Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationinitiative at CU. For the next two years, while she completed her civil engineering master’sdegree in Boulder, she worked as a GK-12 Fellow, bringing engineering into the hands andminds of local elementary school students.Teaching engineering to elementary students is acomplex task. Every week, Malinda arrived at eightdifferent grades K-5 classrooms for an hour each tolead the students in engineering explorations. Basicclassroom management and organization was

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

Learning about Scientific Inquiry Through Engineering Jessica Harwood, Al Rudnitsky Smith CollegeThe broad question addressed by this study is "how should ideas from engineering be integratedinto the school curriculum?" Efforts to include engineering in the K - 12 curriculum haveincreased considerably in recent years. Many of engineering's educational advocates hold theposition that engineering should not be a "stand-alone" school subject or, at the very least, not beexclusively so. This paper is a case study of integrating engineering into the existingcurriculum. The more focused questions addressed here include "what does engineering bringto

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Lawrence Feick; Larry Shuman; Katherine Thomes; Bopaya Bidanda

, Sumitomo, and Yasuda) into the newer keiretsu that go beyond a typical industrial conglomerate by focusing on vertical relationships of closely linked suppliers would be studied. Visits could include a study tour of a keiretsu and to its smaller suppliers that are lower on the ‘manufacturing’ chain.Two courses engineering courses were then designed, one of which was cross-listed through theCollege of Business Administration.IE 1661: Global Manufacturing Systems Engineering.This course presented the development and application of modern manufacturing engineeringprinciples, methods, and tools, using the Pacific Rim ports as a field laboratory. Students firstacquired knowledge of basic manufacturing process and principles, learning the

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Que Nguyen; Jennifer Tafoya; Catherine Skokan; Barbara Moskal

interdisciplinary in nature8. The NationalScience Board2 has criticized currently available curricular material as follows, “Few[curriculum materials] introduce real-world interdisciplinary problems and serve as thefoundation for advanced placement courses, school-to-work transition courses, or the challengesof a liberal arts college education. Most innovative science curricula, for instance, seekcoherence, integration, and movement from concrete ideas to abstract concepts9.” These sameconcerns are echoed in the literature that addresses mathematics education.Each of the projects that are discussed in this paper are based on the philosophy that mathematicsand science are related subjects that should be taught through hands-on experiences. The

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

John R. Chandler; A. Dean Fontenot

broughtin a consultant to work with nine area public school teachers (elementary through highschool) to align our Pre-College Engineering/Architecture Academy (PEAP) curriculumwith the Texas Essential Knowledge and Skills (TEKS). One result of the workshop is aneight volume set of Engineering Resources for the TEKS and a plan to vertically andhorizontally align engineering curriculum within a group of schools in area of Lubbockwith predominate populations of low-income African-American and Hispanic students.To support this Engineering Resource Guide and to help teachers introduce engineeringconcepts and skills to their students, TTU Engineering students act as mentors andfacilitators in the K-12 classrooms. These student mentors work in the

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Glenda Kelly; Paul Klenk; Gary Ybarra

K-12 Engineering Outreach Impact on University Teaching Fellows Paul A. Klenk, Gary A. Ybarra and Glenda T. Kelly Duke University Pratt School of Engineering, Durham, NCAbstractGraduate and undergraduate Engineering Teaching Fellows develop important skills throughparticipation in K-12 engineering outreach programs. The K-12 teaching experience augmentsthe traditional university educational experience of the Fellows in several ways includingimprovement of communication skills through oral exp lanations of complex subjects to K-12students and improvement of their ability to function on multidisciplinary teams through team-teaching content with

Conference Session

Inservice Teacher Engineering Education

Collection

2005 Annual Conference

Authors

Jane Schielack; Carol Stuessy; George Nickles

to bring those concepts back to their students.SummaryWhile there are many methods for engineers to reach out to K-12 students, an advantage ofprofessional development is that resources are spent on training teachers who can reach studentsyear after year. The LRC, a model for professional development presented here, engagessecondary school science teachers with scientists, mathematicians, engineers, science education Page 10.1173.10researchers, and their graduate students to improve science teaching and learning through the use Proceedings of the 2005 American Society for Engineering Education Annual Conference &

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Malinda Zarske; Rene Reitsma; Martha Cyr; Nancy Shaw; Michael Mooney; Jacquelyn Sullivan; Paul Klenk

Session #_____ The TeachEngineering Digital Library: Engineering Comes Alive for K-12 Youth Jacquelyn F. Sullivan, Martha N. Cyr, Michael A. Mooney, René F. Reitsma, Nancy C. Shaw, Malinda Schaefer Zarske and Paul A. Klenk University of Colorado at Boulder, CO / Worcester Polytechnic Institute, Worcester, MA / Colorado School of Mines, Golden, CO / Oregon State University, Corvallis, OR / Duke University, Durham, NC / University of Colorado at Boulder, CO / Duke University, Durham, NCAbstractDo you believe that technological literacy

Conference Session

Industrial Collaborations

Collection

2005 Annual Conference

Authors

Frank Miceli; Chip Ferguson; Aaron Ball

Session 2549 A Partnership for Reviving Manufacturing Through Technology Transfer Aaron K. Ball, Chip Ferguson, Frank Miceli Western Carolina University/ Asheville-Buncombe Technical Community CollegeAbstractWith continued job losses to overseas markets and increased awareness of energy costs,opportunities to revive American manufacturing may lie in producing improved energy efficientproducts. Prior research sponsored by the Department of Energy (DOE) has resulted in ademonstrated proof of concept for a new hybrid energy saving

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Erdinc Acar; Faruk Taban; Ismail Fidan

Teaching Basic Engineering Concepts in a K-12 Environment Using LEGO® Bricks and Robotics Faruk Taban1, Erdinc Acar2, Ismail Fidan3, Ayhan Zora4 1 University of Nevada, Reno / 2Coral Academy of Science / 3 Tennessee Technological University / 4Technology Center, Deere & CompanyAbstractThis paper explores the impacts of basic engineering concepts of LEGO® Bricks and Robotics inCoral Academy of Science in Reno, Nevada - a Science, Math and Technology Middle and HighSchool - collaborated with the Mechanical Engineering Department, University of Nevada, Reno(UNR). A team from middle school students designed and developed a LEGO® Robot and

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Robert Wicklein; David Gattie

technology educators acquired from membership records of theInternational Technology Education Association (ITEA), the largest professionaleducational association, principal voice, and information clearinghouse devoted toenhancing technology education through experiences in K-12 schools. From thispopulation, a total of 583 high school teachers from the four regions of the InternationalTechnology Education Association (ITEA) were sent a survey. These individuals Page 10.383.3represented an appropriate cross-sectional sampling of technology education teachers, “Proceedings of the 2005 American Society for Engineering Education Annual Conference

Conference Session

Advancing Manufacturing Through Outreach

Collection

2005 Annual Conference

Authors

Frank Liou

Stratasys Dimension FDM machine.V. Attendee BackgroundThe teachers' perception of manufacturing is limited. When they speak aboutmanufacturing jobs, they relate it to those individuals who operate machinery, i.e. amachinist. This misconception has to be corrected, that is, manufacturing is more thanmachining and the personnel needed by the industry must be able to perform high endfunctions from design to sales. One way to educate them is through these workshopswhich present a new way of looking at manufacturing. Table 2 shows some of thecomments from the teachers who wanted to learn more about manufacturing. Figure Page 10.148.511 shows that teachers from

Conference Session

Engineering in High School

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

Learning about Scientific Inquiry Through Engineering Jessica Harwood, Al Rudnitsky Smith CollegeThe broad question addressed by this study is "how should ideas from engineering be integratedinto the school curriculum?" Efforts to include engineering in the K - 12 curriculum haveincreased considerably in recent years. Many of engineering's educational advocates hold theposition that engineering should not be a "stand-alone" school subject or, at the very least, not beexclusively so. This paper is a case study of integrating engineering into the existingcurriculum. The more focused questions addressed here include "what does engineering bringto

Conference Session

K-12 Programs for Women

Collection

2005 Annual Conference

Authors

Betsy Willis

, business,law, and medicine.Guidance counselors and teachers, specifically math and science, are key influencers of highschool students when making academic and career choices. In Texas, guidance counselors musthave a B.S. degree, three years of teaching experience, a M.S. degree in Counselor Education orCounselor Psychology, and certification as a “School Counselor” by the State Board forEducator Certification. Math and science teachers in Texas must have a B.S. degree from anaccredited college or university, complete teacher training through an approved program, andcomplete the subject and grade level appropriate teacher certification tests. To maintaincertification, guidance counselors must complete 200 hours of continuing education credits

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Jordan; Rosalind Hale; Renee Akbar; Ramona Travis; John Fulwiler

how to effectively teach those concepts to elementary and middleschool students. The remainder of this paper will discuss the history and purpose of NASA’sPre-Service Institute, provide a detailed description of the curriculum, and examine the results ofthe experience.NASA’s Pre-Service Teacher InstituteNASA recognized a need to increase the number of well-qualified teachers and engage more K-12 pre-service teachers in the improvement of mathematics and science teaching. The Pre-Service Teacher Institute (PSTI) was initiated through NASA Langley Research Center (LaRC)several years ago in collaboration with Norfolk State University (Virginia). The basic purpose ofthe program is to provide minority education majors from minority institutions

Conference Session

Math and K-12-Freshman Transitions

Collection

2005 Annual Conference

Authors

Philip Parker; Jason Thrun

able to sift through and analyze all of the datacollected. However, from the data that was collected from the biweekly seminars, the projectwas valuable. The students appreciated the opportunity to be involved in this innovative projectand their excitement was evident. From the perspective of the project designers, the project wasrewarding. It was refreshing to see students involved beyond expectation. The classenvironment was greatly enhanced by the pre-service teachers’ excitement and willingness tointeract in lecture.AcknowledgmentThe authors gratefully acknowledge the support of the National Science Foundation’s BridgingEngineering Education (BEE) program. The BEE program supported this study through fundingof "Creating a Framework to

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

Judith Miller; Paula Quinn; Jill Rulfs; John Orr

problems; • Fellows appear to be entering the programs for the “right” reasons (i.e. an interest in teaching, in children, and/or a desire to contribute to the community); • Beyond the specific accomplishments of the PIEE project, strong personal and professional bonds between WPI and the WPS personnel are being developed, which can only foster further enhancement of engineering and technology education in grades K-6.Operational Issues and Lessons LearnedAlthough this paper reports some problems and issues which are worthy of attention, it isimportant to note that all reports to date indicate that the PIEE project is quite successful. In fact,the most persistent problem has been the difficulty of keeping the magnitude of

Conference Session

EM Skills and Real World Concepts

Collection

2005 Annual Conference

Authors

Stanton Cort; Gary Wnek

particularly opportune time to highlight the topic of innovation is through a courseon product and process design. A specific example is the two-semester course entitledProduct and Process Design, Development and Delivery (P2D3), an integral part of theMaster of Engineering and Management (MEM) curriculum at Case Western ReserveUniversity.3 Briefly, the MEM degree involved a one-year, 42-credit curriculum forB.S.-degreed engineers and computer scientists. It was launched in 2001 in thoughtfulresponse to much input from industry about the need for ‘business-minded innovators.’We currently have students from a broad spectrum of technical disciplines, includingbiomedical, chemical, civil, computer, electrical, mechanical and systems engineering, aswell

Conference Session

First-Year Design Experiences

Collection

2005 Annual Conference

Authors

Benjamin Kidd; P. Paxton Marshall

"Inside the Box: Teaching Engineering Design through Theatrical Special Effects" P. Paxton Marshall, Benjamin W. Kidd Charles L. Brown Department of Electrical and Computer Engineering University of VirginiaAbstract In order to stimulate enthusiasm for engineering among its students, and topromote leadership, creativity, resourcefulness, critical thinking, and social consciousnessof the impact of engineering, the School of Engineering and Applied Science (SEAS) atthe University of Virginia (UVA) has undertaken a cluster of curricular enhancementscalled Engineering in Context (EIC). One aspect of this effort is an expanded first yeardesign experience This experience provides

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Sonia Sanchez; S. Khalid Latif; Elias Faraclas; Catherine Koehler; Kazem Kazerounian

, the National Research Council (for science) and the National Council ofTeachers of Mathematics, have defined content standards and how to implement thesestandards into the classroom. These math and science standards outline the pathway that guidestudent’s content knowledge in mathematics and science from kindergarten through 12th grade.However, it has been suggested that engineering concepts be incorporated into the traditionalmath and science frameworks and be implemented into the high school curriculum, resulting ina paradigm shift from rigid, content driven, discipline-specific course work to a more problembased engineering decision making model. The challenge for school districts to incorporate theengineering frameworks into the current

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Jason Kahn; Marina Bers

assisted by threeaides, for a total of four teachers in each session. Children were recruited from local first andsecond grades in public and private schools and were between 5 and 7 years old; because parentsneeded to elect for their child to participate the sample was self selecting. Children were givenrobotic kits that consisted of an RCX programmable Lego brick, two Lego motors, two Legolamps, two Lego touch sensors, one Lego light sensor, and a large amount of assorted Legopieces that could be used for building. Additionally, the participants had access to a large cacheof spare Lego building parts and electronics at their disposal. Participants moved through a structured curriculum that consisted of time to work in alarge group and

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Nathan Dees; Megan Perkey; Karen Davis; Nicholas Harth

background in the field of Electrical Engineering. Through my course work, I have also acquired a basic understanding of skills that are more readily applied in the other disciplines. This is particularly relevant for my project because STEP is geared toward Civil and Environmental Engineering. Having such depth within my own skill set makes it much easier to relate lower level topics to K-12 students. School has exposed me to technology in many forms. I have learned that it can be a great educational supplement, and I would like to pass that knowledge along whenever possible. I believe that by simply being a student myself I am making a connection with the students at Shroder. I understand the