Conference Session

Global Engineering in an Interconnected World

Collection

2006 Annual Conference & Exposition

Authors

Ismet Anitsal, Tennessee Tech University; Ismail Fidan, Tennessee Tech University

Tagged Divisions

International

interest in using the Internet to enhance the traditional engineeringand business courses. There are a number of advantages of Internet educational delivery systemsover the conventional approaches. Faculty members spend most of their time in front ofcomputers and rely on the electronic communication via Internet for their daily work. Manyfaculty members are also expanding their traditional delivery methods (e.g., lecture, laboratoryand face-to-face discussion) to include educational support options ranging from web-basedcourse supplement to the complete delivery of courses online. The choices that faculty mayconsider range from simply posting a syllabus or discussion board to creating web-based contentto enhance classroom instruction to exclusive

Conference Session

Trend in Construction Engineering Education II

Collection

2006 Annual Conference & Exposition

Authors

Haiyan Xie, University of Arkansas-Little Rock; James Tramel, University of Arkansas-Little Rock; Wei Shi, University of Florida; Mei Lu, Xi’an University of Architecture and Technology

Tagged Divisions

Construction

Engineering Education, 2006 Implementation of Virtual Study Group and Action Research in Online Construction Management CoursesAbstractDistance learning is now an alternative to traditional correspondence education method used inthe construction management courses to allow students more flexibility in their class and workschedules. But without meeting daily in classrooms, students do not have someone with whomto share impressions, problems, and projects around the studies, which can diminish the desirefor learning. To resolve the problem of lacking instant feedback from teaching staff or otherstudents, collaborative work and discussion are often encouraged in online-learning context. Forconstruction management courses

Conference Session

Web-based learning

Collection

2006 Annual Conference & Exposition

Authors

Mohamad Mustafa, Savannah State University; William Lehman, Materials Engineering; Shinaz Jindani, Savannah State University; Asad Yousuf, Savannah State University

Tagged Divisions

Engineering Technology

deliver web based learning. These can beviewed as a continuum. At one end is pure distance learning in which course material,assessment, and support is all delivered online, with no face to face contact between students andteachers. At the other end of the spectrum is an organizational intranet, which replays printedcourse materials online to support what is basically a conventional face to face course. However,websites that are just database of knowledge, without links to learning, communication, andassessment activities, are not learner centered and cannot be considered true web based learning.The hybrid delivery model is a mixture of static and interactive materials which ensure that theindividual face to face teaching is supplemented by the

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

, andprogramming courses to a format that emphasizes early design and realization, collaborativelearning, and highly interactive classroom environments3,4,5,6. Beginning in fall 2002, College ofEngineering (COE) required all engineering freshmen to own laptop computers, which wereimmediately incorporated into the classroom environment. After considerable discussion in2004, an improved ENGE1024 syllabus was designed to include general problem solving,engineering ethics, visualization of 3-D objects and also visualization of information, earlydesign (including realization), graphing and simple analysis of graphs, and introduction toobject-oriented programming (OOP) approaches for problem solving. This new course wasoffered for the first time in fall 2004.7

Conference Session

Course-based Approaches to Entrepreneurship Education

Collection

2006 Annual Conference & Exposition

Authors

Anthony Warren, Pennsylvania State University; Ralph Hanke, Bowling Green University; Elizabeth Kisenwether, Pennsylvania State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

at apredetermined time and then close once the deadline for assignment submission has passed.Facilitators can access these boxes to examine submissions, provide feedback, and grade thestudents.Figures 3 and 4 (see Appendix A) provide examples of some of the course management tools. Infigure three there is a record of the amount of email exchanged and online activity engaged in bystudents over a specified period of time. Figure four provides a list of students who have accesseda particular reading. Figure 5 (see Appendix A) shows the Tools page where both faculty andstudents can control their ANGEL system and get additional information. Clearly some tools arerestricted for faculty use while others, such as “my grade book,” are of interest

Conference Session

Introducing Active Learning into ME Courses

Collection

2006 Annual Conference & Exposition

Authors

Julie Linsey, University of Texas-Austin; Brent Cobb, U.S. Air Force Academy; Daniel Jensen, U.S. Air Force Academy; Kristin Wood, University of Texas-Austin; Saad Eways, Austin Community College

Tagged Divisions

Mechanical Engineering

or web-surveys. Cost, ease-of-use and the need for controlled conditions guide thechoice of the form of the metric and the format of its implementation. In addition, the specificdetails of the ALP whose effectiveness we are measuring may influence the choice of form andformat of the metric. In this way, the process may need to be iterative. A number of websitesoffer online surveys hosting (for example surveymonkey.com) making this an excellent choicefor many metrics. Table 8: Customer Needs Associated with Hands-On Activity Design163.4 Define TopicsThe topics that span the course content are identified in this step. This can often be done bysimply looking at the course syllabus.3.5 Select Topic(s) to Develop ALPs based on Goals

Conference Session

Multimedia and Distance Learning in ET

Collection

2006 Annual Conference & Exposition

Authors

Sorraya Khiewnavawongsa, Purdue University; Ron Leong, Purdue University; Edie Schmidt, Purdue University

Tagged Divisions

Engineering Technology

To the extent that PowerPoint-inclined professors are guilty of rigid teaching, the lecturerof the control group is guilty of being led astray by students through excessively discussion,hence failing to complete teaching the syllabus-of-the-day, resulting in students’ failure tocorrectly answer two of the post test questions. This phenomenon can be observed and explainedby hypothesis 1.6. Future Research We will be able to conduct a pre-test post-test evaluation for the student doing IT 442class as a web based course this semester. But without the pre-test post-test result from atraditional lecture course as comparison, the result we obtained from the web based course willbe lacking in significance. Hence, a follow up research shall

Conference Session

Computing Curriculum

Collection

2006 Annual Conference & Exposition

Authors

Akram Al-Rawi, Zayed University; Azzedine Lansari, Zayed University; Faouzi Bouslama, Zayed University

Tagged Divisions

Information Systems

. Furthermore, there is a rising demand from industry for universityand college graduates who also have acquired information technology (IT) certification.Community Colleges are increasingly offering IT certification programs as a mean to providestudents with viable skills needed by the workforce. However, Universities are still reluctant toinclude IT certification into their curriculum. The IEEE and ACM recognize the importance ofIT certifications and currently provide their members with over 800 online courses to help themprepare for certifications exam. In networking, there are two important IT certifications: theCisco Certified Network Associate (CCNA) and the Computing Technology IndustryAssociation (CompTIA) Network+. While the CCNA certificate

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Zhili (Jerry) Gao; Virendra Varma, Missouri Western State University; Christiana Houck, University of Nevada-Las Vegas

Tagged Divisions

Continuing Professional Development

students to experience the ease of use and the power of the technology. Figure 1shows the homepage of course WebCT. The navigation includes Start Here, Syllabus, CourseContent, Assignments, Communications, Quizzes and Exams as well as student grade tool.Start Here section provides students with the animations on how to view lecture notes and how touse discussion board as shown in Figure 2. This is extremely useful in the first two weeks.Syllabus section, shown in Figure 3, provides students two formats (Word and HTML) of coursesyllabus, tentative schedule of topics, and key academic dates. Tentative schedule of topicsserves as a pace tool for students self-study but students can make their own schedule. The keydeadline reminder is also dynamically

Conference Session

Web-based learning

Collection

2006 Annual Conference & Exposition

Authors

B. Sridhara, Middle Tennessee State University

Tagged Divisions

Engineering Technology

announcements, course material including syllabi, contest guidelines, homework, termprojects and solution to test/quiz problems. Fig. 1. BlackBoard – CoursInfo Announcements PageWebCT: In 2003 WebCT was adopted for its advanced capabilities as well as compatibility withthe existing Student Information System (SIS) software. Although it took longer to learndifferent tools and the process was very involved, we soon found out that WebCT is much morepowerful than CourseInfo and offers a variety of teaching/learning tools for both instructor andstudents. The author developed sites on WebCT for Engineering Fundamentals6 and all ETcourses mentioned before. Course materials such as syllabus, staff information and homeworkproblems

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

John Carpinelli, New Jersey Institute of Technology; Raymond Calluori, New Jersey Institute of Technology; Vladimir Briller, New Jersey Institute of Technology; Eugene Deess, New Jersey Institute of Technology; Kamal Joshi, New Jersey Institute of Technology

delivery of the distance learning courses with the ultimate goal of adopting astandard platform. Institutional Research saw this as an opportunity not only to compareplatforms, but to assess the effect of technology training and teaching formats on learningoutcomes by using existing data generated by the software platforms and combining them withthe results of the student course evaluations.WebCT and WebBoard are software platforms that have the following features: share/ storedocuments (syllabus, lecture notes, articles), online chats, discussion forums, calendar tools,assignments, quizzes and grade trackers. The existing evidence of their benefits consist mostly ofcompany white paper, customer testimonials and attitudinal satisfaction surveys

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Melinda Hess, University of South Florida; Autar Kaw, University of South Florida

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, Individual differences in learning entrepreneurship and their implications for web-based instruction in e-business and e-commerce, British Journal of Educational Technology, 34, 455-465 (2003).12. S Hasegawa, A. Kashihara, and J. Toyoda, E-learning Library with Local Indexing and Adaptive Navigation Support for Web-based Learning, Journal of Educational Multimedia and Hypermedia, 12, 91-111 (2003).13. J.D. Bransford, J. D., A.L. Brown and R.R. Cocking, How people learn: brain, mind, experience and school, National Academy Press, Washington DC (1999).14. N. Sonwalker, The sharp edge of the cube: pedagogically driven instruction design for online education”, Syllabus Online Magazine, December 2001. http://www.syllabus.com

Conference Session

Thermodynamics and Fluid Mechanics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Seth Norberg, U.S. Military Academy; Ozer Arnas, U.S. Military Academy; Daisie Boettner, U.S. Military Academy; Michael Rounds, U.S. Military Academy; Phil Root, U.S. Military Academy; Richard Melnyk, U.S. Military Academy

Tagged Divisions

Mechanical Engineering

selecting a structure and approach to the course appearsin Table 3. This syllabus is the exact document the students received with the exception that thereading assignments and home study problem references have been removed for clarity. Thesyllabus highlights the case study approach to the course, the integrated nature of the material,and the technique of beginning as many lessons as possible with a question. Page 11.884.8 Table 3: ME311 Course Syllabus BLOCK: QUESTION TOPICS LSN TITLE

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Helen Burn, University of Michigan; James Holloway, University of Michigan

Tagged Divisions

First-Year Programs

broken into lab/discussion sections of 25 students each. A faculty memberoversees each lecture section and supervises 3 graduate student instructors who each lead 3lab/discussion sections. There are generally 3 lecture sections each term, but these are often runlargely independently of each other, other than a shared set of course objectives. The curriculum(syllabus, assignments, exams) is homogeneous within each lecture section and its coupled labsections. While there is variation from lecture section to lecture section, course assignmentsgenerally include 8 to 12 projects whose solution requires the implementation of an algorithm ineither C++ or MATLAB, along with 6 to 8 hours of exams.Faculty in the college of engineering worked carefully on

Conference Session

Information Technology in Nuclear and Radiological Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Altaf Memon, Excelsior College; Li-Fang Shih, Excelsior College; Byron Thinger, Diablo Canyon Power Plant

Tagged Divisions

Nuclear and Radiological

gudielines addressing various issues related to online education including syllabus writing, online course design and instruction, and facilitating class discussions, etc. An online faculty success guide for online teaching is available to all teaching faculty as well. The new faculty will also be assigned to a well experienced online instructor as a Page 11.447.6 mentor through the progression of the online course. In addition, every faculty member can also get access to the B&T faculty cyber common room, a virtual community for B&T faculty, in which the faculty member can get access to the most up to date

Conference Session

Energy Resources, Efficiency, and Conservation

Collection

2006 Annual Conference & Exposition

Authors

Sarma Pisupati, Pennsylvania State University; Wendy Mahen, PennSylvania State University; Mark Deluca, Pennsylvania State University; Martin Gutowski, Pennsylvania State University

Tagged Divisions

Energy Conversion and Conservation

contentand made the course more fun. The impact of the highly interactive multimedia can beeasily seen in the enrollment. The enrollment in the online version has increased from 50during the first semester to 318 in the second semester and to 450 in its third semester ofoffering. It is also apparent that students liked the flexibility in schedule, pace andorganization.An important message that came out of this student feed back is that online courseinstructors should highly emphasize communication of course deadlines, expectations notjust once in the syllabus but multiple times in multiple ways to keep the studentsinformed. Most students liked audio explanations of numerical problems and otherfeedback. Following numerical problems online was

Conference Session

Innovation in Teaching Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

J. Cunha, University of Alberta

Tagged Divisions

Engineering Economy

syllabus where taught using actual examples from the oil industry. Forexample, after going over the theory related to “Decision Tree Analysis,” examples ofapplication of the methodology9,10 in existent industry problems were discussed in class givingthe students an opportunity to verify advantages and limitations of the method described. In thesame way, when looking into the “Decision Making Process,” the concept of EMV (ExpectedMonetary Value) was discussed using actual examples from the literature11.It is important to mention that, even though a number of articles were used in the course, thosearticles were not the main source of information regarding the topics contained in the Syllabus. Atextbook12 covering most of the course’s material was

Conference Session

ECE Curriculum Innovations

Collection

2006 Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; April Brown, Duke University; Leslie Collins, Duke University; Kip Coonley, Duke University; Michael Gustafson, Duke University; Jungsang Kim, Duke University; Gary Ybarra, Duke University

Tagged Divisions

Electrical and Computer

a new, creative approach to content coverage andorganization.4.1 Content CoverageGiven the goal of presenting ECE concepts in an integrated manner, it was clear that the newcourse could not be taught by sequentially introducing circuits and devices, followed by signalprocessing, electromagnetics, and digital logic, or any other similar area-by-area organization. Inother words, the syllabus could not be determined by simply lifting portions of the syllabi ofexisting core courses and appending them to each other. Rather, Fundamentals of ECEintroduces concepts in a very integrated manner, an approach reflected in the structure of the Page

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Wayne Kibbe, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

they finish and master the skills theyneed to, they get to build. In addition, using the kit addresses a branch of the scienceframeworks that would have otherwise, gone unaddressed. By building, the students getto be ‘engineers’ and use the engineering design process. I have carried this through toother aspects of my curriculum, such as building bridges and designing roller coasters.Your course opened my eyes to a different way of teaching.” Page 11.529.15Detailed Syllabus with Objectives:3/3/05 Knights & Knaves Objective : Using Logic puzzles in a classroom setting Project : group problem solving 1) Introduction logic puzzles

Conference Session

Design in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

W. Lawrence Neeley, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

ABET EC 2000Criteria.4 For each program, the Basic-Level Curriculum (BLC) Table (see Figure 1) and CourseSyllabi (see Figure 2) were collected and examined. In addition, when necessary, online coursesyllabi and curricula were consulted to supplement ABET course and curricular data. Page 11.405.3Figure 1: Sample ABET Basic-Level Curriculum Table (Excerpt)This table presents the first four quarters of a typical undergraduate program in Mechanical Engineering at thisschool. It shows what courses a student would take and when in their four-year tenure they would likely take them.The table also contains the number of units associated with course

Conference Session

Entrepreneurship Education - A 10,000' View

Collection

2006 Annual Conference & Exposition

Authors

Clifton Kussmaul, Muhlenberg College; John Farris, Grand Valley State University; Jana Goodrich, Pennsylvania State University-Erie; Susannah Howe, Smith College; Robert Weissbach, Pennsylvania State University-Erie

Tagged Divisions

Entrepreneurship & Engineering Innovation

the interviews and resource review.Knowledge items were defined as either beginning, intermediate, or advanced.The course module team approached the body of knowledge via a search of both traditionaltextbooks and online syllabi16-36. From these resources, the team identified a set of topics andorganized them into a three-tiered structure: core, extended, and optional. The core topics, thosethat the team considered important for most entrepreneurship courses, were further sorted intofour main groupings: general introduction and skills, stage one (product ideas and conceptdevelopment), stage two (business evaluation, planning, and pre-production), and stage three (thebusiness plan).During and following the summer meeting, the core competency

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Erich Connell, East Carolina University; David Batie, East Carolina University

Tagged Divisions

Architectural

collaborative and interactive course, from technicalsupport to administration without which failure is inevitable and success is impossible.How (did we break the box?)Material – Faculty developed a common syllabus that highlighted the issues ofcontemporary practice from the built environment. Students were recruited based ontheir interest to learn about the disciplines from the built environment and the opportunityto participate in a team project with online students. Students learned about the coursefrom informational sessions with faculty at the respective universities and a poster wascreated and posted throughout the schools. Course goals, the method of the instruction,the requirements for participation and the opportunities that an on-line

Conference Session

Preparing Engr Students for International Practice

Collection

2006 Annual Conference & Exposition

Authors

Natalia Kapli, Pennsylvania State University; John Wise, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Wesley Donahue, Pennsylvania State University

Tagged Divisions

International

made as to the effect of this arrangement on studentlearning.General FormatThe format of the course was blended. Half of the sessions were held in a classroom, and halfwere online. During the first two class meetings, the instructor introduced the course and courseobjectives, and discussed the first of the topics – interpersonal communication. During thesecond period, the instructor distributed a conflict questionnaire, and the group discussed theirindividual results. The rest of the face-to-face sessions were reserved for team presentations anddemonstration of the final project.The online sessions allowed students to work individually on Web-based training (WBT)modules. The modules were available through the university, and presented

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; George Korfiatis, Stevens Institute of Technology; Nikhil Sanghavi, Stevens Institute of Technology

assignedand stayed with a student until the end of the third semester, at which point students elected anengineering major and were assigned an advisor in their chosen engineering discipline. TheEngineering Seminar involved groups of 20-24 students meeting weekly with an individualengineering faculty member with all groups following the same syllabus. The faculty experiencewith this course was that initial student interest started to wane after a number of weeks.Feedback from students indicated that a quite a few resented having to spend the time meetingevery week given the heavy credit load at Stevens. Students also indicated a desire to have moreopportunity to focus on engineering careers, program-related topics and experiences outside theclassroom

Conference Session

Improving the Mathematical Preparation of Students

Collection

2006 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University; Ruth Ellen Hanna, Louisiana Tech University

Tagged Divisions

Mathematics

ALEKS syllabus for each course isaligned with the actual content of the syllabus for the corresponding course at our university.Students who purchase an ALEKS access code and are provided a course code by the instructorof their mathematics class can then access the ALEKS program for that course via the internetfrom any computer 24 hours a day for the entire term. After completing the initial log-onprocess, students are required to take an initial assessment in ALEKS to determine their level ofconcept mastery. All work in ALEKS requires that the student work the problem and enter theresulting solutions. There are no multiple-choice or true-false questions. This initial assessment

Conference Session

Developing New Instrumentation

Collection

2006 Annual Conference & Exposition

Authors

Radian Belu, Wayne State University

Tagged Divisions

Instrumentation

WSU’s experience in engineeringresearch and producing talented Bachelor and Master level graduates – and pooling theirrespective resources (i.e. programs, faculty, facilities, location, and industry ties), a seriesof activities have been planned to realize the stated objectives. Table 1 - Course Syllabus (EET3010-WSU Instrumentation and Measurements) Hour Module Syllabus 10 I. General Concepts, • Instructional Objectives, Role of Measurement, Configurations, • Units, Measurement Standards, Errors, Signals in Functional Descriptions, Measurement Systems, Performance, • Functional Elements of an Instrument, Active and Passive Characteristics

Conference Session

Interdisciplinary Education in ET

Collection

2006 Annual Conference & Exposition

Authors

JoDell Steuver, Purdue University

Tagged Divisions

Engineering Technology

library and the appointed classroom time. Thebookstore stocks the ninth edition of the class text, because the eighth edition the instructor hadplanned to use is not available in the needed quantity. The heating and cooling system does notmesh with outside temperatures and students’ attire.Fearing the looming entropic system the instructor hands out the syllabus and promises to makerevisions online. Projects and attendance expectations are outlined. A team poker activityintroduces students to the concept of synergy. “Who am I”, an exercise intended to revealrelevant background factors, follows. By the time the exercise reaches the seats of two twenty-one-year olds in the back row, disorder again rules. They convulse with laughter as they listen

Conference Session

Mentoring Graduate Students

Collection

2006 Annual Conference & Exposition

Authors

Heidar Malki, University of Houston; Michael Gibson, University of Houston; Enrique Barbieri, University of Houston; William Fitzgibbon, University of Houston

Tagged Divisions

Graduate Studies

interdisciplinary graduate degrees inTechnology. Thus, new innovative, interdisciplinary, and online degrees are being sought.This paper presents a new interdisciplinary graduate program in Technology. The proposedprogram consists of 1) core courses, 2) specialized tracks, 3) Practicum/Internship, and 4)thesis/project as shown in Figure 1. The proposed curriculum involves multidisciplinary programssuch as Computer Engineering Technology, Electrical Power Engineering Technology,Mechanical Engineering Technology, Construction Management, Information Systems, LogisticsTechnology, and Technology Leadership and Supervision. Thus, it allows each program to haveits own specialty while being flexible enough to grow other disciplines.The primary motivation for

Conference Session

Instrumentation and Laboratory Systems

Collection

2006 Annual Conference & Exposition

Authors

Roxanne Toto, Pennsylvania State University; Mark Wharton, Pennsylvania State University; John Cimbala, Pennsylvania State University; John Wise, Pennsylvania State University

Tagged Divisions

Computers in Education

Instructional Systems at the Pennsylvania State University. Her research interests include the design of online learning and how learning occurs in those environments. Address: 201 Hammond Building, University Park, PA 16802. Telephone: 814-865-4017, FAX: 814-865-4021, email: rtoto@psu.eduMark Wharton, Pennsylvania State University Mark J. Wharton is an Assistant Professor of Electrical Engineering at Penn State. He teaches undergraduate courses in Electronics (Electronics I, II, and III) and Senior Project Design, the EE capstone design course. He received his B.S. in Electrical Engineering from Penn State and his M.S. from the University of Colorado in Boulder. Prior to working at Penn State, Mark spent

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Carlotta Berry, Tennessee State University

followingprocess. On the first day of class the instructor and all of the students introduced themselves in aone minute presentation. Then the course syllabus, team assignments, individual assignmentsand student expectations were reviewed. The entire class then went to the computer laboratoryand the students were introduced to all of the content available on the course website. Thiscontent included lecture notes, concept tests, team documents, online forms and assignments.The students then completed three online forms which served as their first three homeworkgrades. The grade on these assignments was either a 100 for completing it or a ‘0’ so that theywould not feel obligated to provide any certain response. The first form was a concept inventorythat