Collection

2000 Annual Conference

Authors

Sanjiv B. Gokhale; Michael O'Dea

Effectiveness of Community Service in Enhancing Student Learning and Development Sanjiv Gokhale, Michael O’Dea Purdue School of Engineering and Technology, IUPUIAbstractSince 1996, the Department of Construction Technology, Purdue School of Engineering andTechnology, IUPUI, has been involved in a University-Community partnership, through astructured participation of students with community housing projects. In four years since it’sinception, the partnership has had a significant and lasting impact on the communities and thestudents engaged in providing service to these communities. This paper suggests that communityservice presents a powerful pedagogy for

Collection

2000 Annual Conference

Authors

Jason Puzniak; Flora McMartin; Alice Agogino

specific modulefor teaching “dimensioning and tolerancing in engineering drawings”. Users’ search results mayinclude discussion topics, user comments, and instructors' guides as well as the educationalsoftware itself and related audio and video elements.In this community-centered approach to a digital library, faculty and student users will be able todiscuss various concepts using a form of threaded discussion, as well as to comment on, andreview the educational courseware contributed by various developers. They will be able toconnect to a network of other faculty and courseware developers and engage in a dialogue onteaching and learning in their fields. Faculty will have a peer-reviewed source of information onthe various ways to educate students

Collection

2000 Annual Conference

Authors

Nathan Stott; Gregory B. Markus; Diann Brei; Deanna M. Winton Hoffman; William W. Schultz

. Thisallowed an estimate of the effectiveness of the civic engagement content in the course. As thiscontent is largely untaught in the rest of the mechanical engineering courses, the change may beattributed to ProCEED. Further, free response answers allowed course participants to voicemore specific answers regarding their projects and sponsors.Table 1 compares the survey results from the ME450 class provided by students who worked onthe community-oriented team projects and those who worked on the traditional team projects.Although the return-rate of post-course assessments was relatively low (30%) and the numbersof responding students are small, the general pattern of results is very consistent, and thebetween group differences often quite large

Collection

2000 Annual Conference

Authors

Marjorie T. Davis

heartburn on hundreds ofengineering professors around the country; the ones who are not experiencing the pain simply have notyet begun to deal with EC 2000 in a substantive way.Lost in all this shuffle is Criterion 3-g, requiring that students demonstrate effectiveness incommunication. Most engineering professors will want to address communication last, after they havedealt with the criteria relating to the “hard-core” engineering subjects. Many of them may be assumingthat they can just leave all this assessment to their local English teachers. The problem with thisassumption, however, is that English teachers are not typically ready to engage in the kinds of assessmentthat will be most appropriate for achieving EC 2000 goals. There will not be

Collection

2000 Annual Conference

Authors

Michael S. Pritchard; Edmund Tsang

which students engage inactivities that address human and community needs together with structuredopportunities intentionally designed to promote student learning and development” [1].These structured activities must provide opportunities for students to reflect on meaningand significance of the service-learning projects they have undertaken. It is alsoimportant that in doing so they take into consideration the perspectives of those forwhom they have provided service.While relatively new in engineering, service-learning is well established in thehumanities and social science disciplines, and in disciplines where clinical experienceforms part of student learning. Campus Compact, a national organization supported byuniversity presidents who are

Collection

2000 Annual Conference

Authors

William C. Oakes; Ronald Wukasch; Richard Foretek; Jennifer Watia; Jeffery L. Gray; Leah H Jamieson; Edward Coyle

) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs(d) an ability to function on multidisciplinary teams(e) an ability to identify, formulate, and solve engineering problems(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context(i) a recognition of the need for, and an ability to engage in, life-long learning(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. The

Collection

2000 Annual Conference

Authors

Rosa Betancourt de Perez; Rosa Buxeda; Moises Orengo; Lueny M. Morell; Jose R. Lopez

engage in course and curricular innovation, in academic year 1999-2000 a request for proposal (RFP) was put out by the Center (see Addendum). The purpose of these $1,000 grants was to innovate SMET courses in PR- LSAMP institutions. Currently, fourteen (14) faculty from six (6) Alliance institutions are innovating their courses. Special emphasis was given to proposals involving "gatekeeper" and "bottleneck" courses and to the implementation of new teaching/learning strategies. An important requirement of the grant is outcomes assessment. Faculty receiving grants were required to attend a 6-hour workshop on Classroom Research and Assessment and are required to submit pre and post assessment of student

Collection

2000 Annual Conference

Authors

Molly M. Gribb; Elisabeth M. Alford

in creating writing-related activities that would serve thebroader goals of the course: helping students succeed and stay in engineering. These newlistening, reading, writing and oral communications assignments introduce freshmen to theexcitement of engineering and help them envision themselves as engineers. Many of theassignments focus on the relevance of science and math to the challenging and creative work ofengineering.This paper explains a sequence of communications assignments that encourage critical thinkingand reflection about the intellectual and practical dimensions of engineering. The first group ofassignments integrates practice in Internet searching, listening, note taking, responsive writing,reading and academic writing as

Collection

2000 Annual Conference

Authors

Douglas M. Mattox; David D. Mattox

the internal rate of return (IRR)of their business depends on the assumptions made in other tables. They then adjust theassumptions where it is feasible, or change the design approach to improve IRR. The resultsof the sensitivity analyses usually come as great surprises to the students. In particular, theeffects of receivables and inventory are usually seen to have great impact on profitability.Economics - Engineering Integration: It is after the sensitivity analyses are completed thatthe business economics and engineering design functions become integrated in the minds ofthe students. For the items of greatest sensitivity, the students are asked to indicate what theengineering implication of the particularly sensitivity is. For example, when

Collection

2000 Annual Conference

Authors

John Mitchell; Katherine Sanders; Chris Carlson-Dakes; Patrick Farrell

change the way they view the social system of learning and teachingand their roles within that system. We would view our visit as successful if the faculty created avenue for them to continue to learn and grow as learners and teachers, with the full support of theadministration. That is, we would view a visit successful if we could be contributing to asustainable conversation – a conversation that would be advancing a change of culture. Raisingissues that are in effect, dead, a few weeks after our departure would not be a successfulexperience for us. Change by or in an individual may occur even in largely “unsuccessful”visits. We realize that hundreds of students can be affected by one faculty member’s change, andwe do not mean to minimize those

Collection

2000 Annual Conference

Authors

Robin H. Lovgren; Michael J. Racer; Anna P. Phillips

engineering is vital to the effective, efficient operation of anyorganization. This is provided to the community via two sources - students and faculty.1. The primary product of the INSE Program is the student. In this regard, INSEgraduates will: o Be highly competent in mathematical understanding o Develop a systems-oriented approach to problem analysis o Be aware of process design, as well as product design o Possess and be able to apply problem-solving skills o Be effective in all segments of society o Possess decision-making skills o Be able to solve new problems, in unfamiliar areas, as well as solve old, familiar ones o Be able to apply their INSE skills in a wide variety of areas: engineering, management

Collection

2000 Annual Conference

Authors

Natalie A. Mello

certain abilities. These abilities include areas that have not been traditionally addressedby ABET in the past. The criteria now encompass such things as:• an ability to function on multi-disciplinary teams• an ability to understand professional and ethical responsibility• an ability to communicate effectively• an ability to understand the impact of engineering in a global/societal context• a recognition of the need to engage in life-long learning• a knowledge of contemporary issuesThe practice of engineering, science and management is best learned by a student through aprocess of ’initiation into a tradition’ as an apprentice to a master 4. Such an approach toengineering education was anticipated by WPI over 25 years ago and has been enhanced by

Collection

2000 Annual Conference

Authors

Ronald A. Cox; Richard Grieve; Jeffrey Mohr

ability to identify, formulate, and solve engineering problems(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of engineering solutions in a globaland societal context(i) a recognition of the need for, and an ability to engage in life-long learning(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern engineering tools necessary forengineering practice.Student employees are exposed to every one of these areas while working on CIRAS projects.The typical studentThe majority of the students that work for CIRAS are juniors or seniors. They typically find outabout job opportunities from other

Collection

2000 Annual Conference

Authors

Murali Krishnamurthi

interactionssimilar to a face-to-face course in an online course. The multisensory, multimodal, mulitaskinginteractions that are common place in a face-to-face course are difficult to capture or emulate inan online course. Some of the issues to consider in enhancing student – teacher interactions onlineare: (1) type of interaction (course activity), (2) number of people involved, (3) modes ofinteraction, (4) communication tools used and training needed on those tools, (5) incentivesoffered to students for engaging in interactions, (6) language used for and tone of interactions, (7)roles assumed by students or assigned by instructor for interaction, (8) interaction facilitationtechniques, (9) timing (live or offline), and (10) volume and frequency of

Collection

2000 Annual Conference

Authors

Bernard Hoop; Eric W. Hansberry; Gerard Voland

, science activities for layscience students were developed by means of student involvement in an engineeringgraphics course, and within an introductory physical science course intended primarilyfor lay science students. Interactive-engagement activities were introduced into lecturesand conducted by students. Students were also assigned term projects to proposescience activities based either on a lecture activity or on a topic within the student’s ownmajor discipline or extracurricular interest. Activities were required to be cross-disciplinary and of direct relevance to study within a discipline other than science.From among more than eighty student contributions, eleven science activities andexperiments are summarized, which may accompany a

Collection

2000 Annual Conference

Authors

Pannapa Herabat; Sue McNeil; Adjo Amekudzi; Kristen Sanford Bernhardt

and sustainability. Smart growth initiatives are introduced toencourage students to think more seriously about behavioral solutions to infrastructureproblems, as well as to explore the impacts of such initiatives on transportation-relatedproblems. Sustainability is introduced as a timely paradigm to encourage students to exploreproject opportunities for incorporating sustainability into performance evaluation ofinfrastructure. Future plans include offering this course as a continuing education course asit continues to evolve to include more local examples of more and less effectiveinfrastructure management in the rapidly growing Atlanta Metropolitan Area.University of Missouri-Columbia – Kristen Sanford BernhardtInfrastructure Management was

Collection

2000 Annual Conference

Authors

Scott Danielson; Sudhir I. Mehta

) areimportant tools for monitoring learning. Several CATs like the Minute Paper, Muddiest Point, Page 5.469.3and One Sentence Summary are suggested by Angelo and Cross (1993). Mehta and hiscolleague have also developed several classroom assessment methods for getting quick feedback(Mehta, 1993, 1995, 1997; Mehta & Schlect, 1998).8. Incorporate service learning. Service-learning has been defined as “a form of experientialeducation in which students engage in activities that address human and community needstogether with structured opportunities intentionally designed to promote student learning anddevelopment. Reciprocity and reflection are key

Collection

2000 Annual Conference

Authors

Karen Al-Ashkar

access and the bridge-building strategies for success employed by one advisor toenable students’ connections and develop connectedness.I. BackgroundMost educators will agree that the impact of new technologies in the field of distanceeducation has been significant (Paul, 1990; Duning, Van Kekerix, and Zaborowski,1993). That these new technologies allow us to engage students in new ways is animportant consideration in the choice of media for a distance offering (Duning, VanKekerix, and Zaborowski, 1993). The options are growing, and the sophistication isimproving; students learning today via these new tools have more opportunities tointeract with content, instructors, and peers than did students using media popular just afew years ago (Hara

Collection

2000 Annual Conference

Authors

Bethany S. Oberst; Russel C. Jones

mechanisms to teach engineering design across campus borders, utilizingwell-developed case studies. Gay and Lentini (17) further describe the advancedcommunication resources used by students engaged in collaborative design activity.The use of the Internet has enabled both teachers and students to lessen the burden ofdisseminating and acquiring knowledge, according to Young (18). Even laboratoryexperiences can be enhanced through electronic media. Karweit (19) has created a virtualengineering laboratory on the World Wide Web for the students in his introductoryengineering class and others. Experiments in this simulated laboratory include one thatmeasures the rate of a hot object’s heat radiation, and one that enables students to designbridges that

Collection

2000 Annual Conference

Authors

Pete Tschumi

91 Ability to Differentiate User Error/Hardware/Software Problems 89 Ability to Relate to Diverse Audiences 89 Ability to Think Fast in a Stressful Situation 88 Knowledge of Business Communication 80 Knowledge of Customer Software 79 Ability to Document Help Tasks 77 Knowledge of the Impact of Technology on Business 74 Knowledge of Customer’s Industry 73The category of network

Collection

2000 Annual Conference

Authors

M. David Burghardt

evolution of organisms over time, the continuity of life sustainedthrough reproduction and development, the dynamic equilibrium of organisms that sustains life,the dependency of plants and animals on their physical environment and the impact of humandecisions on the environment. In New York State the fourth-grade science test has two parts,an objective test (multiple choice) and a laboratory assessment where students makeobservations and record data to reach conclusions.The Benchmarks for Science Literacy (1993) is part of Project 2061, an effort to describe whatscience for all Americans should be, and it sets benchmarks for grades 2, 5, 8 and 12 in thefollowing areas: the nature of science, the nature of mathematics, the nature of technology

Collection

2000 Annual Conference

Authors

Jeffery M. Saul; Rhett J. Allain; Duane L. Deardorff; David S. Abbott; Robert J. Beichner

). Turning passive lectures into interactive learning environments with a classroom communication system. AAPT Announcer, 24(4): p. 63.27. Patterson, E. and R. Fuller, (1993). Creating multimedia/MBL labs for introductory general physics courses. AAPT Announcer, 23(4): p. 69.28. Redish, E.F., (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62: p. 796-803.29. Redish, E.F., J.M. Saul, & R.N. Steinberg, (1997). On the effectiveness of active- engagement microcomputer-based laboratories. American Journal of Physics, 65(1): p. 45-54.30. Redish, E.F., J.M. Saul, & R.N. Steinberg, (1998). Student expectations in introductory physics. American Journal of Physics

Collection

2000 Annual Conference

Authors

Kevin M. Nickels

the use of techniques and knowledge from previous classes). If a student isn’t prepared towork problems, it is easy for the instructor to spend too much time answering remedial questionsand coaching these students. Second, very bright students can sometimes dominate the problem-solving session. If you are not careful to be equitable in retrieving answers from groups, studentsquickly learn that they can’t solve problems quickly enough and don’t bother. This is mostly anexercise in the amount of time given to the class to work on a given problem. This is an art: toolittle time and students don’t have a chance to think about the problem, too much and you startgetting interpersonal communications and boredom. Ellis et al.6 suggest waiting for a

Collection

2000 Annual Conference

Authors

Zheng-Tao Deng; Abdul R. Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

) Teamwork(1-6) 1= Knowledge; 2 = Repetition; 3 = Application; 4 = Analysis; 5 = Evaluation; 6= Synthesis. Figure 2. Schematics of the SEA_ARK systems approach.Several elements contribute to the success of SEAARK approach. These include but not limitedto: cross communication between ME courses, team teaching, student teamwork,interdisciplinary work, and project in each ME class. The schematic of the system approach toinstruction and learning is shown in Figure 2. Each of these elements are discussed here briefly.As part of the vertical and horizontal integration of design and project development we have:a) A project in each course: As a requirement of the ME program, all students entering the MEprogram are required to work on a

Collection

2000 Annual Conference

Authors

Arleen Anderson; Gwen Lee-Thomas

program continue to be a part of the students’ overall educational experience.Second, as a result of students’ high perception of their abilities resulting from the co-opexperience, as well as the ratings received from their employers, it is recommended thatmore students participate in the co-op program. Third, the data need to be analyzed on anannual basis so that longitudinal effectiveness of the co-op program and its impact onstudent learning can be provided for departments, faculty, and administrators forassessment and continuous improvement. Finally, although the FC programs aredesigned to focus on teaming, communication, life-long learning, problem-solving,technology, and integration of subject matter, the only evidence that could imply

Collection

2000 Annual Conference

Authors

Andrew N. Vavreck

:• Developing a tight interlacing, throughout the course, of1. analytical software, which provides for visualization as well as analysis and synthesis;2. mathematical (analytical) techniques;3. hands-on experimentation;4. model-building; and Page 5.275.25. graphical (mechanical drawing) techniques; and• Establishment of project-based team collaborations for peer support throughout the course.Improvements in the first area were directed at providing for a much more extensive use of thesimulation software provided with the text. The software allows students to design simplemechanisms and machines and immediately visualize the impact of design changes

Collection

2000 Annual Conference

Authors

Dick D. Desautel

, in which personal and/or professional ethics are involved. The student’s resolution should conform to a reasonable standard of contemporary ethical standards.2. Demonstrated knowledge of safety factors in the design process.3. Demonstrated knowledge of the impact of the products on society that the student designs, including the production of and use of those products.4. Demonstrated understanding of the impact of decisions made by engineers on society as a whole.Outcome 7: Graduates will have an ability to communicate effectively.1. Demonstrate an ability to develop and give an oral individual or group presentation that is organized and uses effective visuals.2. Demonstrate an ability to write documents that have correct grammar

Collection

2000 Annual Conference

Authors

Riffe J. William; Joel K. Berry; Raghu Echempati

Page 5.713.1testing numerous prototypes at various stages of the engineering design. There is growing demandfor engineers trained in this area, as many companies engaged in metal forming research are turningtowards virtual forming. Kettering University recently funded a grant proposal to procure ahydraulic press that has adaptive controls allowing experiments in non-circular forming andparametric studies that will facilitate the creation of real forming models for subsequent simulation.Another grant proposal is in preparation stage requesting funds to procure a dedicated high-speedcomputer server and terminals to support the virtual forming laboratory. As mentioned before, theobjective of this paper is to share ideas on the philosophy of

Collection

2000 Annual Conference

Authors

David R. Haws

to meaninglessness.Typically, the only publications that count are those that are addressed toward our “peers,”which in some perverse taxonomy automatically excludes our students (clearly we have much tolearn here from traditional apprenticeship and social learning theory). Therefore the creation ofPSI course material (addressed to our students) is not considered as scholarly, while a journalarticle (addressed to other teachers) describing and analyzing these materials is acceptable. Inaddressing our scholarly activities so narrowly, we limit the extent to which that scholarship canhave an impact on anyone other than ourselves. Scholarly writing is the process of clarifyingand organizing our perceptions to the point where they are defendable

Collection

2000 Annual Conference

Authors

Kenneth M. Bryden; Donald R. Flugrad

, developing oral andwritten communication skills, and gaining an understanding of the impact of engineeringdecisions on society. The following year these general objectives were expanded to specificgoals and assignments, and a pilot course was offered. Simultaneously, a program of assessmentand improvement was implemented. Initial assessment results were used to measure success ofthe pilot course against the original course goals and to provide guidelines for scaling the courseup to four or five sections a semester.This assessment included three separate groups. These were a group of 18 students, a facultygroup, and an industry group. Developing clear and convincing evidence of the performance ofthe course was a key concern. This paper discusses the