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2001 Annual Conference

Authors

Robert Freeman; Stephen Crown

serves as a benchmark for self-assessment in the Reflect Backstep.Challenge 1: The first challenge is a lower difficulty level problem dealing with the topic. Thestudent is provided with information needed to understand the challenge. The steps shown belowrepresent the remainder of the cycle, which prepares the students to complete the challenge. a. Generate ideas: Students are asked to generate a list of issues and answers that they think are relevant to the challenge; to share ideas with fellow students; and to appreciate which ideas are “new” and to revise their list. b. Multiple perspectives: The student is asked to elicit ideas and approaches concerning this challenge from “experts”. Describing who came up

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2001 Annual Conference

Authors

Robert Erlandson

non-engineering faculty becomecomfortable with the new material. ETL experience at WSU has been that non-engineeringcolleagues understand the need for inclusion of accessible design material, but lack the time todevelop such new cross-disciplinary material. Page 6.133.7 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ©2001, American Society of Engineering EducationConclusionsThere are very important reasons why undergraduate engineering programs need to includematerial on accessible design issues and principles. These reasons follow from ethical

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2001 Annual Conference

Authors

David Hutto; Kathryn Hollar

Session 2793 Use of Classical Rhetorical Framework for Critical Analysis of Science and Engineering Issues David Hutto, Kathryn Hollar College of Communication/College of Engineering, Rowan University, Glassboro, New JerseyAbstractA unique program at Rowan University has joined a sophomore engineeringdesign lab (Sophomore Clinic I) with the second-semester composition andrhetoric course, for a team-taught class in design and writing. The goals of thiscollaboration include teaching technical writing formats specific to engineering,strengthening general writing skills, and also making students aware

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2001 Annual Conference

Authors

Chetan Sankar; P.K. Raju

, thechoice made by NASA during 1980, and the final decision instead of focusing on thedisaster alone. Videos, charts, and animations explain the technical material lucidly.This case study has been tried in engineering classrooms and has received very positivefeedback. Engineering students found the use of the case study methodology that dealtwith a real-world example to be highly motivating and useful in understanding theimportance of ethical and business issues in making engineering design decisions. Thepaper summarizes the case study and discusses the students’ and educators’ reactions tothis new approach of teaching engineering design by providing a longitudinal view of thedesign decisions. Information on this case study and book could be

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2001 Annual Conference

Authors

Janet Schmidt; Ardie Walser; Barbara Bogue

campuses with a more diverse student population. Using the promotion of the ITOW workshop as a model we will examine whatone can do when trying to introduce a new idea (i.e. workshop, program, etc.) to anacademic body such as an engineering faculty. In this paper we describe the process ofimplementation of ITOW by facilitators on three different college campuses, the impacton those campuses, and document implementation problems and solutions. Two of thecampuses are majority institutions and the third is a minority institution. We will comparethe experiences of each of the facilitators and discuss the problems each campus faced inrunning a workshop of this nature and how these issues were resolved. The initialresponse to a workshop of this

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2001 Annual Conference

Authors

Suzanna Rose; Mariesa Crow; Susan Murray

Session 2592 Retention of Female Faculty Members Susan Murray, Mariesa Crow, Suzanna RoseUniversity of Missouri-Rolla / University of Missouri-Rolla / Florida International UniversityIntroduction Engineering programs have struggled for years to recruit female undergraduateand graduate students (1). A similar challenge at most universities is recruiting femalefaculty members from the limited pool of candidates in various fields, particularlyengineering and related disciplines. Many universities are becoming aware of anadditional issue, the retention of these female faculty

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2001 Annual Conference

Authors

Francis W. Derby

to gather, there is also the need tostrike a balance between excessive information, which may overwhelm the evaluator, andinadequate information, which may result in an unfair assessment. This paper serves tointroduce the new engineering educator to the teaching portfolio. In doing so, the author looksat issues to consider, worthy materials to include, an approach to developing a portfolio, and theneed to update the portfolio on a regular basis.IntroductionIn many institutions of higher learning, the requirements for a faculty person to obtain tenurehave been defined under the broad headings of teaching, research and scholarship, and service tothe profession and community. Some institutions have established rules for evaluatingachievements

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Authors

Chris Lorenz; Trevor Harding; Jennifer Kadlowec; Kurt DeGoede

team teach a coursewith a faculty member.5The UM-ASEE Student Chapter in conjunction with the College of Engineering has developedand organized an annual Outstanding Student Instructor Award in recognition of excellence inengineering education. The award not only acknowledges the outstanding contributions of theindividuals selected for the award, but also coincides with the goal of promoting excellence inengineering education and attracts new members.6 Students in the course and the faculty member,who is involved with teaching the course, nominate the student instructors. A committeeconsisting of students and faculty chooses five winners and one to three honorable mentioncandidates among the nominations.In order to provide undergraduate

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2001 Annual Conference

Authors

Linda Broadbelt; L. Catherine Brinson; Kathleen Issen; Brad Kinsey

. Therefore, PFEF wasexpanded to include the hardscience disciplines, such aschemistry, physics, andmathematics. Graduate students inthe hard sciences face similarquestions concerning career choiceand faculty duties as engineeringgraduate students face. Therefore,including this group did not affectthe original goals of the PFEFevents, and the new diversity ofdisciplines created livelierdiscussions. The faculty advisor for Page 6.800.6 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationthe second year of the

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Authors

Robert Marine; Carol Colbeck; Alberto Cabrera

American Society for Engineering Education Annual Conference & Exposition Copyright À 2001, American Society for Engineering EducationThe instrument was administered to tenured and tenure-track faculty at the seven schoolsparticipating in the NSF-funded Engineering Coalition of Schools for Excellence in Educationand Leadership (ECSEL) in Spring, 2000. A total of 898 surveys were delivered either bycampus or email. All of the faculty at five schools (City College of New York, Morgan StateUniversity, Pennsylvania State University, University of Maryland and University ofWashington) received an email invitation to participate that was linked to a password-protectedWEB-based survey. All of the faculty at Howard University

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2001 Annual Conference

Authors

Richard Gilbert; Mark Maughmer; Bonnie Osif; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

EducationBibliography1. Michaelsen, L. K., Black, R. H., and Fink, L. D. What Every Faculty Developer Needs to Know about LearningGroups, To Improve the Academy: Resources for Faculty, Instructional and Organizational Development, L. Richlin(Ed.), New Forums Press, Stillwater, Oklahoma, 1997.2. Mazur, E. Peer Instruction: A User’s Manual, Prentice Hall, Upper Saddle River, New Jersey, 1997.MARILYN BARGERMarilyn Barger is an Associate Professor at Hillsborough Community College and a Research Associate in theCollege of Engineering at the University of South Florida. She has a B.S. in Chemistry from Agnes Scott College andB.S. in Engineering Science from USF as well as a Ph.D. in Civil Engineering from USF. She conducts research in thearea of membrane water

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2001 Annual Conference

Authors

Ross Staffeldt

the innovation is to us, how we expect the innovation toaffect the students, both in the short term and in the long run, and how we are going to manage Page 6.971.1Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright© 2001, American Society for Engineering Educationand support students under the new working conditions. The next sections of this report addressthese issues. In the final section of the paper we report on results of a survey of students whorecently participated in a course in third semester calculus in which Maple was extensively used.Reasons for the innovationLet

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2001 Annual Conference

Authors

Sanjiv Gokhale; Hadi Yamin

cited was that the faculty was not convinced that these shortcourses afforded enough time for the students to synthesize the information. In contrast, thefaculty who actually taught shortened duration courses actually preferred such a format,believing that it allowed for more in-depth discussions and experiential activities during class.IV. Making the Transition from Traditional to Time-shortened CoursesThere is presently a paradigm shift in engineering-technology undergraduate education. Citingmodern trends, such as a new global economy, and growth of information technology, theEngineering Deans Council and Business Round Table15 issued a report asking engineering-technology educators to “re-examine their curricula and programs to ensure they

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2001 Annual Conference

Authors

Ron Eglash; Larry Kagan; Gary Gabriele; Frances Bronet; David Hess

working-through therelationships among societal considerations and the possible physical designs. For this studio, weworked on projects for which our culture’s habituated physical design responses are unsuited.This will call taken-for-granted assumptions into question.The design project acts as a vehicle to pull together a diverse number of philosophical issues,technical concerns, and basic theoretical knowledge. By using a number of modes of inquiry aswell as faculty from various disciplines, we can ask students to consider many thingssimultaneously and juggle many ways of investigation at the same time.The first studio had two main projects, as well as a series of continuing exercises in computing,drawing and technology. We began the semester

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2001 Annual Conference

Authors

Keith Johnson; Mark Rajai

enlisted his former graduate advisor in a joint venture towrite a paper, and possibly a chapter in a book. The former advisor welcomed theopportunity, and the efforts were successful. As his former advisee, Johnson posed no threatto the quality of work that the advisor is accustomed to producing. He was a tenured,associate professor; therefore, his primary goal was to have an opportunity to work with thewriter as a colleague, rather than a student. Since the former advisor was already establishedin the field, it was to the writers’ advantage to sign on as a co-author.Too often as new faculty members, we immediately set our sights on publishing a book. Thisawesome task requires a great deal of commitment, time, and hard labor. Junior facultymembers

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2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationcampuses are featured speakers.Workshop Topics Align with Core CompetenciesOver the years about twenty issues have emerged as critical to helping students learn and todeveloping confidence in teaching. Faculty and graduate students have identified the issuesthrough their own evaluations, focus group discussions, workshop assessments, ASEEconferences and publications, and work of the National Institute for Science Education (NISE).These issues became workshop topics that are rotated to enable TAs who teach for severalsemesters to attend a new workshop each semester. Each

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2001 Annual Conference

Authors

April Brown; Donna Llewellyn; Marion Usselman

force’s recommendations. 3. There are many strategies that could be followed to enhance the Georgia Tech environment for women. We believe that the most effective strategy is to increase the number of women faculty, especially at the senior level. Such faculty can be role models, mentors, and catalysts for change. 4. Much of what the task force found in its data collection and interview activities is not new. For example, the issues of family leave and daycare have been identified as important quality-of-life issues for many years (in fact, many of the interviewees began interviews by saying, “let me guess what you’ve heard, day care and maternity leave

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2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

directs the implementation of change.III. Faculty InvolvementThe message "involve the faculty in the assessment process early and often" heard atprofessional conferences whenever the discussion of turns toward preparation for EC 2000 wastaken to heart by APC. While APC has lead the development and implementation of thedepartment assessment plan, the ABE faculty has undergone training concerning the assessmentprocess, been asked for input to the process, and been kept apprised of implementation progresssince the very beginning. Table 1 is a timeline of interactions between APC and the faculty overthe initial two-year planning and implementation period. Table 1. Timeline of Interactions with Faculty for Training and

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2001 Annual Conference

Authors

Maria Kreppel; Beverly Swaile

individual faculty member working with each student“stakeholder” group. Course content is organized around a specific technological “focus issue.” Sample issueshave included the Hamilton County Environmental Priorities Project and the Fernald UraniumPlant Superfund clean-up effort. Entwined within the broad issues above are discussionsinvolving solid waste management, water pollution, air quality, public concern, accountability,environmental justice, and regional implications. In this course students sift through andcritically review data from multiple sources identifying the technological assets, limitations, andassumptions those sources use in formulating their data and analyses. The course aims toexamine the assumptions, impact, and

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2001 Annual Conference

Authors

William Stratton; Ranaye Marsh; Jonathan Lawson; Jay Kunze

Session 1547 Bridging the Gap - between Engineers and Technicians Jay F. Kunze*, Ranaye J. Marsh, Jonathan Lawson, William E. Stratton Idaho State University, Pocatello ID 83209AbstractWorkplace contention between those trained in the engineering profession and those with associatedegrees (two or three years) in technology is commonly observed. The issues are generally createdby pride and misunderstanding. Improved communication would be an obvious approach tomitigating the contention. Further questions are how much of this contention and concern may befostered initially in the academic setting, and how much might

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2001 Annual Conference

Authors

Valarie Arms; J. Weggel; Aly Valentine

departments or programs that are not within the realm orresponsibility of the faculty and staff working within the tDEC program. Those areas of concerninclude: A need for better study space on campus Providing quiet space within the dorm environment Creation of a better climate/program for commuter students Creating a more cohesive orientation program that prepares a student for the fall termThe specific areas of concern that were addressed within the focus group session should beshared with the tDEC council (a team of faculty and administrators dedicated to the principles oftDEC, continuously seeking new challenges for curriculum development and delivery) the tDECfreshman teaching team (team leaders for the

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2001 Annual Conference

Authors

Maliaca Strom

upgrade their computers with memory, hard-drive space, faster modems, and printers to be able to efficiently use the resources that would be available to them.While a variety of concerns were mentioned, overall the faculty members were clearly in supportof the migration to the electronic format, provided that their concerns were properly addressed.With these bumps in the road in sight, the University of Arizona Libraries took its first ride downthe road of electronic journals.During the one-year transition period, librarians explored purchasing electronic journal packagesand discussed with faculty the changes that were to take place with the print-to-electronic journalmigration. Issues such as access, archival procedures, and equipment

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2001 Annual Conference

Authors

Michael Barker; Mark Virkler; Kristen Sanford Bernhardt

the last minute and without muchforethought. Further, many faculty members give little weight to peer assessments due to one ormore of the following perceptions: • Faculty most often want their colleagues to receive tenure and therefore would be reluctant to record anything negative in the evaluation; • Students who have experienced the class for an entire semester are better qualified to evaluate the professor’s classroom performance than a colleague who sits in on one lecture; and • There are no standardized criteria in place for peer evaluations.Mentoring new faculty members is of particular concern, as neither the department nor the

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2001 Annual Conference

Authors

Donald Lenhert; David Soldan; Andrew Rys

Electrical and Computer Engineering Department(EECE) faculty felt it would be best to do a complete evaluation of the mission and educationalobjectives of the programs. This could involve some changes in existing data gathering andanalysis processes. Our long term plan is to have a comprehensive review of the programeducational objectives on a six year cycle.The next activity is the reevaluation of the processes by which the program outcomes aredetermined and results evaluated. Inherent in this will be a review of current program outcomesfor each program. The plan is to finish this activity in time to allow at least three years prior tothe next general review. This would allow for data regarding any new outcomes to be gatheredand analyzed.A key goal

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2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

developed following a review of other capstone courses describedin literature. Open-ended design projects are developed with assistance from industry advisorsand presented to the students at the start of the course. The students then spend two semesterspreparing solutions to the problems. The first year the course was offered went much asexpected based on the instructors’ previous experiences. Students complained of vagueinstructions, too much work, and lack of experience. However, additional student concerns withfairness and inequitable workloads were expressed. Refinements to the project selection processand course administration were made to address these concerns.1. IntroductionThe relative newness of the Civil and Environmental Engineering

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2001 Annual Conference

Authors

Natalie Mello

sendingstudents to all parts of the globe. Current national opinion is that universities owe their studentsmore attention to risk management and care when students travel as part of their academicexperience. 9 With the recent unfortunate tragedies that have occurred in Costa Rica, India,Guatemala and Japan involving students on some form of “study abroad”, more attention isbeing paid to how these experiences are managed by the institutions. 10-14II. WPI’s Global Perspective ProgramIn 1970, WPI adopted a new curriculum, called the WPI Plan. The WPI Plan replaced atraditional, course-based technical curriculum with a project-based program emphasizingteamwork, communication, and the integration of technical and societal concerns. Among thedegree

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2001 Annual Conference

Authors

Jeffrey Higgins

of the curricula designprocess, the on-site delivery strategies, and finally issues and concerns that still need tobe addressed.Curricula Design ProcessVTC had been delivering a “package” of courses to IBM as part of the company’s in-house employee training programs since 1990. Student/employees needed a foundation intechnical mathematics, physics, and electronics to work as technicians. Some wereprocess technicians, working on the line producing semiconductor chips, while otherswere maintenance technicians, maintaining the manufacturing tools. A combination of atight labor market and an effort to improve employee morale led IBM-Burlingtonmanagement to approach VTC regarding the development of full degree program for thetechnicians. In

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2001 Annual Conference

Authors

Jin Tso; Daniel Biezad

will award its first graduate degree in 2001to students working at Vandenberg Air Force Base, California. The program is unusual in that itdeveloped from within the aerospace engineering faculty with full faculty support. Severalimportant lessons and pitfalls in the program development and in obtaining accreditation aredescribed in the paper. Foremost among these are issues of faculty ownership of educationalmaterials, faculty training requirements for the distance learning environment at the graduatelevel, course scheduling so that the students can graduate in two years, integrating the web intolecture and laboratory courses, and funding negotiations with the administration. The paperconcludes with a few strong recommendations for other

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2001 Annual Conference

Authors

Terrence Kelly; Aaron Cowin

primary objective was to evaluate the impact to thedepartment of obtaining TAC/ABET accreditation. The committee’s evaluation of TAC/ABETwas occurring at the same time that TAC was considering sweeping changes to the criteria foraccrediting engineering technology programs. These changes were identified as proposed changesand published in the last several pages of the document that specified the criteria for accreditingengineering technology programs for the evaluations during the 2000-2001 accreditation cycles.Further in the proposed changes it was stated that the new criteria (ET2K) would not be fullyimplemented until Fall of 2004.7 The specifics of the evaluation criteria were not of issue to theaerospace technology faculty. The greater issue

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2001 Annual Conference

Authors

Robert Y. Ofoli; Mackenzie Davis; Craig W, Somerton

summer semester of2000, six students completed their mentored teaching experience during the fall semester of2000, and eight students will complete their mentored teaching experience during the summersemester of 2001. Thus, sixteen students will have earned their College Teaching Certificate bythe end of the first year of the program.A companion program in the College of Natural Science at MSU touts its primary purpose asmaking its doctoral graduates more competitive for teaching jobs. However, the College ofEngineering program takes a slightly different perspective. Certainly, one of the challengesfaced by a new faculty member is balancing the initiation of a research program and competentlyand effectively teaching courses. In many cases, this