Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Ashley Rehder

into aschool district’s required curriculum. Benefits for the kindergarten teacher as well as theengineering professor will also be discussed.1. IntroductionKindergarten is a transitional stage in a child’s life. Their young minds are soaking in new ideasand learning every day. The kindergarten curriculum not only focuses on their social andemotional development, but it also emphasizes the importance of academics such as reading,math, science and problem solving. Bringing fun, hands-on activities into the classroom thatdemonstrate simple engineering concepts is an excellent opportunity to introduce these studentsto engineering at a young age and motivate their interest in learning. There are numerousresources available for teachers through

Collection

2010 North Midwest Section

Authors

Waddah Akili

Problem-Based Learning in Engineering Education: Reflections, Practices, and Challenges Waddah Akili, Ph.D., P.E. Professor of Civil Engineering (Retired) Principal, Geotechnical Engineering, Ames, IA, Email:w.akili@isunet.netAbstractThis paper focuses on the utilization of problem–based learning (PBL) in an engineeringprogram, and argues that implementation of problem-based learning needs to be placed in acontext and must be developed with careful consideration of the social, economic, and ethnicdiversity of the student population and the university academic culture and prevailing norms. Thepaper includes a brief history, selected PBL

Collection

2010 North Midwest Section

Authors

P. B. Ravikumar

Understanding Individual Personality Types and Their Effect on Team Dynamics in a Senior Design Project Course P.B. Ravikumar Professor, Mechanical and Industrial Engineering University of Wisconsin, Platteville, WIAbstractProspective employers expect graduating engineers to be knowledgeable in bothscientific/technical and engineering management aspects. It is often a challenge to includeengineering management content in a tightly packed engineering curriculum. The challengemust be met by carefully selecting key engineering management topics and implementing themacross the curriculum. The Senior Design Project course in

Collection

2010 North Midwest Section

Authors

Waddah Akili

purpose here is to renew the call for deployment of more effective instructional strategies inthe classroom, stressing on cooperative learning practices as a viable alternative to the traditional(low-interaction lecture-based) environment that has gripped the engineering education in mostinstitutions, for decades. The paper sheds light on: theoretical roots, current practices, andsuggestions for redesigning classes-if need be- to help break the traditional lecture dominantpattern when cooperative learning protocols are deployed. The paper shows how cooperativelearning can advance academic success, quality of relationships, and psychological adjustmentsand attitudes toward the college experience. A number of relevant questions do come to mind

Collection

2010 North Midwest Section

Authors

Rebecca Bates; Andrew Petersen

., Smith, P. & Harper, L. 2003. Engineering students and training in teamwork: How effective? Proc. American Society for Engineering Education Conference.[13] Smith, K.L., Sheppard, S.D., Johnson, D.W., & Johnson, R.T. 2005. Pedagogies of Engagement: Classroom Based Practices, Journal of Engineering Education, 94 (1) 87-101.[14] Treisman, U. 1992. Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College. College Mathematics Journal 23(5), pp. 362-372.[15] Vygotsky, L. 1978. Mind and society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.[16] Vygotsky, L. 1986. Thought and Language, revised American Edition, translated and edited by Alex Kozulin

Collection

2010 North Midwest Section

Authors

Douglas F. De Boer

Peer Grading: Sometimes It Should Be Done Douglas F. De Boer Dordt College Engineering Department Sioux Center Iowa June 18, 2010AbstractA problem-based method of teaching that engenders classroom discussion in lieu of lecture, andthat fosters better study habits is presented. This method is especially recommended for lower-division introductory courses on technical subjects. This method is an example of theemployment of inductive teaching and learning, as applied to a technical course (Prince andFlelder, 2006). Goals of the method are