Collection

2008 GSW

Authors

Ian A. Gravagne; Kenneth W. Van Treuren

such as transportation, housing/HVAC, electronics, agriculture, and industry. Students will also write and research an energy-related scientific hypothesis, e.g. fuel derived from a given source Proceedings of the 2008 ASEE Gulf-Southwest Annual Conference The University of New Mexico – Albuquerque Copyright © 2008, American Society for Engineering Education will create net-positive revenue after X years and Y dollars invested; building Z will reduce its electrical consumption by so much if the following phantom loads are controlled, etc. Energy and Society – In this semester, stewardship and worldview will be the thread that is

Collection

2008 GSW

Authors

Richard Bannerot

indicated they didn’t learnanything from writing the paper. The responses to the remaining statements are onaverage 0.22 lower than seven-semester average indicated in Table 4. Further, for thelast seven responses related to the solar still project there is an 11% negative response(disagree or strongly disagree) compare to a 3.5% negative response indicated in theseven-semester average in Table 4. ConclusionsA six-week long team project (design, build and test a solar still) conducted in asophomore design course has been described. While the individual performances for thestills were quite varied, the average performance of the eight stills was very close to the Proceedings of the 2008 ASEE

Collection

2008 GSW

Authors

Luciana Barroso; Jim Morgan

engagement—did in fact occur. Becausestudents were asked to predict what would happen prior to the demonstration, they were motivatedto pay attention during the demonstration. Students in the back of the room stood up so that they Proceedings of the 2008 ASEE Gulf-Southwest Annual Conference The University of New Mexico – Albuquerque Copyright © 2008, American Society for Engineering Educationcould see more clearly what was happening. The instructor's questioning process before, during, andafter the demonstration kept student attention focused on critical components of the demonstration.Further, students were asked to write predictions and write answers to post-demonstration

Collection

2008 GSW

Authors

Ronald E. Barr; J.P. Mohsen; Jane M. Fraser; Amir Karimi; Nelson A. Macken; John A. Stratton; John J. Uhran, Jr.; Sandra A. Yost

, were two very different things, but they were and arevery much entwined and the discussions at many of the section meetings made that clear. If one wants to pursue a pathway to research in engineering education, the researchmethodology in engineering education should be no different than the same methodologicalapproach used in technical engineering research: 1. define the research question or hypothesis, 2.write a proposal or plan, 3. seek funding or other appropriate support, 4. do the work rigorously,and 5. publish the results in peer-reviewed journals. In this sense, engineering educationresearch should be considered favorably in promotion and tenure. One caveat in educationalresearch is that the student (human subject) is the target

Collection

2008 GSW

Authors

Mohan A. Ketkar; Nripendra N. Sarker

other (through peer evaluation of team members on these characteristics)Performance Criteria ‘f’ Proceedings of the 2008 ASEE Gulf-Southwest Conference The University of New Mexico - Albuquerque Copyright © 2008, American Society for Engineering EducationTAC Criterion 2, Outcome ‘f’, “an ability to identify, analyze and solve technical problems. 1. Ability to identify engineering/technical/computing problems: Given a problem, the student is able to (i) understand the given problem and identify the subject area and concept involved, (ii) convert the problem into a well labeled sketch (such as free body diagram, flow chart, functional