Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ehsan Sheybani, Virginia State University

AC 2004-734: TEACHING AN ONLINE TECHNOLOGY COURSE THROUGHINTERACTIVE MULTIMEDIAEhsan Sheybani, Virginia State University Page 9.1161.1© American Society for Engineering Education, 2004 Session 2147 Teaching an Online Technology Course Through Interactive Multimedia Giti Javidi, Ehsan Sheybani University of Southern Mississippi, Hattiesburg MS 39406AbstractTechnology is having a dramatic effect on colleges and universities, producing what may bethe most challenging period in the history of higher education

Conference Session

ECE Online Courses, Labs and Programs

Collection

2004 Annual Conference

Authors

Abhilasha Tibrewal; Tarek Sobh

Outcomes vs. ABET Criteria Course Material Website Course Objectives/ Course Grids Syllabus Catalog Description Course Website Home Page Lectures Handouts Assignments Projects ExamsFig. 3 – Structure of the Assessment Website Page 9.173.8 “Proceedings of the 2004 American Society for

Conference Session

Innovative Classroom Techniques

Collection

2004 Annual Conference

Authors

Dana Knox

Session 3213 Use of Online Tools to Improve the Teaching of Graduate Courses in Chemical Engineering Dana E. Knox Otto H. York Department of Chemical Engineering New Jersey Institute of Technology Newark, NJ 07102AbstractModern conveniences abound in the world today. This is sometimes not evident in graduateclassrooms. While innovative teaching techniques are often discussed in regard to undergraduatecourses, they seem to be less frequently seen in graduate courses. This is

Conference Session

Web Education I: Delivery and Evaluation

Collection

2004 Annual Conference

Authors

Sally Waldron; Rose Robinson; Michael Gregg; Jenny Lo

students taking Engineering Exploration I fall into one of three categories:GE students who did not successfully pass the course in the fall, University Studies students (who areundecided about their majors), and transfer students. During the spring of 2003, approximately threehundred students were enrolled in Engineering Exploration I. Four professors taught the twelve sectionsthat were offered, each containing 28-32 students. Waldron and Lo each taught 4 sections whileRobinson and Gregg split the remaining sections. The twelve sections used a common syllabus, tookthe same online quizzes, and took the same exams. Although a course coordinator provided slides foreach lesson, each instructor was allowed to modify the slides to suit his needs. The

Conference Session

Web Education I: Delivery and Evaluation

Collection

2004 Annual Conference

Authors

Ismail Orabi

met once at the end of the semester to present the final design projects. An optional brief meeting at the beginning of the semester was also held to go over the Blackboard tutorial and course syllabus similar to the ones in the traditional format, as well as for testing purposes. Course materials in the form of lecture notes, text-based supplementary materials, discussion groups, and testing were offered through the Internet. The course used Blackboard as the course delivery platform. Test questions were drawn from the same test bank used for the traditional section. • Traditional section (Mixed Mode): A separate section of this course was offered using a mix of traditional and Online based delivery means

Conference Session

Innovative Curriculum Development in BAE

Collection

2004 Annual Conference

Authors

David Fisher; Anthony Ellertson; Steven Mickelson; Thomas Brumm

” Session 1408these issues, we created a new learning experience in a technical writing course that sought tocreate a more meaningful and interactive learning experience through the implementation of casestudy pedagogy with an online database.ABET-aligned CompetenciesAs ABET standards become a primary concern for Engineering departments nationwide, it isimportant to understand how these standards will be enacted within the classroom. The Collegeof Engineering at Iowa State University (ISU) has undertaken a new initiative to help address theABET 2000 Outcomes. ABET Criterion 3, Program Outcomes and Assessment, states,“Engineering programs must demonstrate that their graduates have…” and presents a list ofeleven specific outcomes, now well known as

Conference Session

TC2K and Assessment

Collection

2004 Annual Conference

Authors

Abi Aghayere

augmented by apublished structural analysis text, though student evaluation comments indicate that theyoverwhelmingly prefer and learn better with the developed course notes. The transparencies ofthese course notes are used by the instructor in the face-to-face lectures.The online course delivery is entirely web-based and delivered asynchronously usingmyCourses, an RIT variation of the Prometheus Course Management software. myCoursesfeatures the following sections: Syllabus section, Grade Book, Messages, Files, Discussions, andUtilities. Weekly homework assignments are completed individually by the online students, andthe same course notes that are handed out to the on-campus students are mailed to the onlinestudents. In addition, the online

Conference Session

Course/Program Assessment

Collection

2004 Annual Conference

Authors

James Higley; Jana Whittington; Joy Colwell

purposes.Courses taught onlineThe remarks here are limited to summative evaluation information, or traditional course-endassessments. At many universities, the growth of online courses has outpaced the mechanisms toassess and evaluate them. A goal of our revised assessment process was to specifically includeonline classes.When revising summative assessments for traditional courses to gather information for ABETaccreditation review, a group of Manufacturing Engineering Technologies and Supervision(METS) Department faculty devised an assessment tool that can be creatively adapted to fitonline or traditional courses by incorporating the University-sanctioned evaluation questions tocreate an assessment process that would obtain data which would be school or

Conference Session

Innovative IE Curricula and Courses

Collection

2004 Annual Conference

Authors

Bob White; Tycho Fredericks; Steven Butt

IME 261 is a co-requisite or a prerequisite.In preparation to redesign IME 261, we set the following two challenging objectives: 1) Provide undergraduate students with a positive introduction to engineering statistics. 2) Give students hands-on experience with experimental design, data collection, and statistical analysis.Course Content and StructureCourse topics have been chosen predominantly based on the topic list suggested in "A Core inStatistics for Engineering Students" proposed by Hogg15. The content of Hogg's course wasdeveloped for 45 lecture hours (3 hours a week for 15 weeks), including periods for tests andreview. The syllabus for this course resulted from the collaboration of a

Conference Session

Unique Courses & Services for Freshmen

Collection

2004 Annual Conference

Authors

Cedric Walker; Carol Mullenax

Session 3453 Adding Mini-Labs to ENGR101, Tulane’s Freshman Intro to Engineering Course Carol Mullenax, Cedric Walker Tulane UniversityAbstractAs part of the effort to improve the freshman engineering experience for the 2003-04 academicyear, labs were added to our required fall semester “introduction” course. The experiments wereprimarily developed and conducted by graduate students in each of Tulane’s five engineeringdepartments.The ultimate goal for these activities was three-fold: (1) get the freshmen into the research labsin small

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

Anita Mahadevan-Jansen; Christopher Rowe

module. Since the discipline-specific modules are stand-alone, new modules can bedeveloped and replace older ones as the landscape of the specific field changes over time or asfaculty members teaching the course change over time. Also, because the teaching facultydeveloped the module themselves, they retain autonomy over that component of the coursematerial even though they are teaching according to an identical course syllabus. The benefits ofhaving 10 sections teach the same material at the same time, and having 10 instructors withownership over course material was realized using this model.The idea became to create a course based on three modules consisting of a general engineeringmodule and two discipline-specific modules that are designed

Conference Session

Course and Curriculum Innovations in ECE

Collection

2004 Annual Conference

Authors

Richard Brown; Michael Flynn; Gordon Carichner; Dennis Sylvester; David Blaauw; Catharine June

. To assure uniformity and completeness, a template was developed and used as thestarting point for all of the course documentation. Students (teaching assistants or top studentsin the respective courses) and staff members intimately involved in specific courses wereemployed to generate the raw documentation, which was then edited by the appropriate facultymember. For each of the 16 VLSI-related courses, the following information is provided on theweb site (http://www.intel.com/education) and CD:• A syllabus with an overview of the course and specific learning objectives.• A recommended text with reading assignments correlated to each lecture.• Instructor notes, with an outline of the topics to be covered in each lecture.• Supplemental

Conference Session

ET Distance Learning: Instruction & Labs

Collection

2004 Annual Conference

Authors

Anthony Trippe

responses.In the late Spring of 2003, RIT’s Online Learning Department set out to collaborate witha small group of RIT faculty to design and then evaluate "blended" courses (5). In orderto know more about how effective the blended teaching and learning process might be,Online Learning sponsored pilot courses in which a portion of the class time is canceledand replaced with some form of asynchronous (any time, any where) discourse.Experienced distance learning faculty were invited to collaborate with instructionaldesigners in developing a blended course, monitoring key activities to measure successand acceptance, and to participate in disseminating Pilot results to the rest of campusthrough panel discussions, newsletter articles, and possibly

Conference Session

Innovation in Continuing Education

Collection

2004 Annual Conference

Authors

Eugene Rutz

Copyright © 2004, American Society for Engineering Education Figure 1 Layout of Course ContentPresentation of Blended CourseAll students who registered for a certificate program course have an account on the Blackboardcourse management system (see http://blackboard6.uc.edu). Since email was the primary meansof communication between instructor and students, it was important to establish routine use ofthis medium. At the beginning of the term, email was sent to the students instructing them onthe format and structure of the course. Information was also provided on how to access coursecontent and what to do if problems with the material were encountered. The instructorcommunicated course requirements through the syllabus

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Jennifer Drez; Deepthi Werapitiya; Jerald Rounds

. • Syllabus template – A detailed syllabus (10 pages) was provided outlining all the logistics, technical requirements as well as academic course expectations. This document described the course layout and served as a roadmap for students to know how to succeed in the course. • Tutorial module – The first week of the online course is focused on getting students comfortable with the WebCT software environment. A special module was designed to step them through the use of standard WebCT tools, such as the Discussion, Assignments, Email, and Quizzes, to help build online community and provide the instructor with needed information. For example, they used the Discussion tool to introduce

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Barbara Williams; Paul Blowers; Jeff Goldberg

skill building is incorporated into their regular course work. Engineers todayrequire a high degree of proficiency in a range of abilities outside of the traditional coursecontent. In fact, it was in part due to the lack of information literacy skills demonstrated by newengineering graduates that so concerned the engineering industry that ABET felt prompted toinclude in its 2000 guidelines a requirement, requiring teaching students “to learn how to learn.”1 We discussed in our earlier work how to use syllabi to impart goals and information tostudents, specifically how to use the syllabus to identify opportunities for incorporating IL intoan engineering course2. Before showing some specific techniques for integrating these skills

Conference Session

Teaching Experiences in OME

Collection

2004 Annual Conference

Authors

Eugene Niemi

paper covers the following sequence of events: a sabbatical leave by the course instructor todevelop improved capability in this area, textbook selection, course syllabus, and first yearexperiences teaching the course. A small wave tank was designed and built by some students inconjunction with the first offering of the course, and this is now being used for demonstrations infuture offerings of the course.Introduction Several years ago, the University of Massachusetts developed a new program called theIntercampus Graduate School of Marine Sciences and Technology (IGSMST), or simply “IGS.”This program is a joint program offered through four of the campuses of the UMASS system(Amherst, Boston, Dartmouth, and Lowell). It is a graduate

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Cedric Walker; Carol Mullenax

students haveregistered for the Spring engineering freshman course with more expected as the semesterapproaches. Even at this early stage, this is no worse than what we have seen for retention in thepast few years (Fig. 1). 100% 90% 80% 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 (prelim) Academic Year Figure 1: Freshman engineering retention through the Freshman year208 students filled out an online anonymous survey about the course. In this, 80% felt that thecourse either strengthened their choice of

Conference Session

A Potpoturri of Innovations in Physics

Collection

2004 Annual Conference

Authors

Jean Hertzberg

Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Student work has been presented to the public in a number of ways. At the end of thesemester, a public show of the students’ work was held in the lobby of the CU EngineeringCenter. Figures 1, 2, 5 and 6 were entered in the most recent Gallery of Fluid Motioncompetition; Figure 5 was one of the winners. Additional student images are available online,along with additional course information at http://www.colorado.edu/MCEN/flowvis/ . In March2004, a formal show of student images has been scheduled for the Boulder Museum ofContemporary Art as part of a program on “The Art of Science in Culture

Conference Session

Curriculum Development in Civil ET

Collection

2004 Annual Conference

Authors

Abi Aghayere

students ina lecture format using the transparencies of the notes developed for the course. It is intended toalso offer this course to online distance students in the near future; currently, the on-campusversion of the course is web-based using the course management software, Prometheus. Thecourse web site has the follow sections: Syllabus, Grade Book, Files, Messages, Discussions, andUtilities. The use of the discussion forums in Prometheus fosters additional student-to-studentand student-to-instructor interactions outside of the classroom environment. The detailed courseoutline, and the percentage of time spent on each topic is shown below:1. Introduction to structural loading and load combinations (5 %)2. Dead loads; tributary width and

Conference Session

Multimedia Engineering Education: Distance & Service Learning, Web-based Projects

Collection

2004 Annual Conference

Authors

Ismail Fidan

delivery methods (lecture,laboratory, face-to-face discussion) to include educational options ranging from web-basedcourse supplement to the complete delivery of courses online4,5. The choices that faculty mayconsider range from simply posting a syllabus to creating web-based content to enhanceclassroom instruction to exclusive online delivery.While the primary focus of web-based delivery has been in the development of standalone web-based distance education courses, more faculty members are beginning to use the web tosupplement and enhance classroom instruction, creating “hybrid courses”1,4,6. The author haschosen to supplement a traditional face-to-face on-campus CAD (Computer Aided Design)course with an online supplement using WebCT. These

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Fong Mak; Stephen Frezza

objectives on-line [3, 4]. Thisprocess is part of a course-exit survey system [3], and includes faculty entering portions of theirsyllabus online. Figure 1 illustrates the objectives correlation of course objectives to theprogram outcomes for one course. Department ABET Criteria Specific Competencies Department courses with objectives A B C D E F G H I J K 1 2 3 ECE465 Power Electronics Objective 1

Conference Session

TYCD 2004 Lower Division Initatives

Collection

2004 Annual Conference

Authors

Fiona Doe; Charles Finn

in one, ready togo, internationally recognized standard for computer literacy by the Computer Society ofBermuda8 (CSB) with financial support from the Bermuda National Training Board9(NTB) in January 2000. With this ‘off the shelf’ package right on our doorstep, it didn’ttake long for us to decide this would be our IT standard for technical education as it gaveus a ‘two for one’ result: internal College credit and an external certification.Fortunately for AST, the ICDL Bermuda teaching lab and test centre was by this timehoused right in our building, a customized computer teaching suite, set up to deliver theICDL syllabus. Our students were registered in a one-semester 2-credit course calledCDL001. This course was essentially identical to

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

Jeffrey Will; Wesley Stone

for each assignment • An electronic template for the assignment as appropriate At the same time that these course improvements were instituted, the university moved toBlackboard as the online tool for faculty to communicate and share electronic information withstudents. These exemplary course documents were posted in Blackboard by each advisor,allowing students to download explanations of assignments, recommended document formats,and example assignments. In making each instructor responsible for an individual section of the course, each has theautonomy to make course changes, as desired. Documents such as the syllabus, assignmenthandouts, etc. are subject to change, as well. This flexibility is necessary to

Conference Session

Using IT to Enhance Design Education

Collection

2004 Annual Conference

Authors

Gul Okudan Kremer

descriptions proved to be of little help since they are somewhat broad and do not go intovery much detail about the course. However, if a course syllabus was accessible, it usually listedwhat software was used for the geometric or solid modeling portion of the course. If neither acourse description nor a syllabus was available, the school’s website search engine was turned toas the next resource. The website was searched for direct hits on keywords such as Solid Worksor ProEngineer. This resulted in a listing of any web page (on the school website) containingthose keywords. From this list, a course web page containing the information needed couldusually be found. As the last resort, individual course instructors were emailed.After gathering, all data

Conference Session

Portable/Embedded Computing I

Collection

2004 Annual Conference

Authors

Ken Alford

Society for Engineering Education Figure 2. A cadet is shown giving a presentation about handheld computingHTML and XML-Based ToolsHTML (hypertext markup language) and XML (extensible markup language) pages can beformatted so that they can be saved and read on personal digital assistants.There are numerous ways this capability can be used to support teaching. For example,instructors at West Point have formatted all of the following into HTML and/or XML pages to beread on PDAs: • Instructor and student contact information • Course syllabus and guidelines • Course schedules • Reading assignments • Projects and other course assignments • Supplemental reading assignments

Conference Session

Materials Science for Nonmajors

Collection

2004 Annual Conference

Authors

Aaron Blicblau

engineering materials to specificengineering disciplines is inculcated into the syllabus such that each topic delivered to thestudents has a relevance to some form of engineering. The students are often challenged toillustrate how minor topics in materials are especially relevant to their area of specialization.The lecture delivery is facilitated by video presentations (via digital delivery) and supply oflecture notes prior to the commencement of class (utilising an online data delivery system,Blackboard 6)11. In addition, tutorial material is supplemented in this way and students areencouraged to communicate with other course members to facilitate collaborative learning.Moreover, laboratory work provided an interesting and useful combination of the

Conference Session

TIME 8: Materials, MEMS, and Nano

Collection

2004 Annual Conference

Authors

Ben Rogers

applications enhance student interest and provide themotivation to investigate, design, build and test similar or unrelated nanotechnology systems inthe project portion of the course.3.1 Nanotechnology System Design and Synthesis (NSDS)NSDS is a 3-credit, senior and graduate level course. It stresses the history, principles,application, and design of microtechnology and nanotechnology systems and consists of acombination of lectures and project work where students from different backgrounds can applytheir knowledge to the design of a nanotechnology system. The prerequisite is “senior standing”in a student’s respective major. The syllabus is as follows: Section 1: Microtechnology 1. History 2. Fabrication Processes

Conference Session

Web-Based Instruction

Collection

2004 Annual Conference

Authors

Raed Abou Fakher; Deborah Sharer

WebCT material developed for the IADE offering. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education • Course Syllabus: A detailed course description involving requirements, outcomes and success criteria for the course. • Course Schedule: Comprehensive information of the material covered by week and links to individual homework assignments. • Course Content: Lecture notes for all material covered in the course, examples, and online quizzes. • PSpice Resources: Active links to tutorials and information concerning the PSpice circuit simulation software. • Email and Discussion

Conference Session

Technological Literacy II

Collection

2004 Annual Conference

Authors

Charles Nippert

more aware of the engineeringprofession, in the hope that they would favorably influence their students toward a careerin the profession.Our course attempts to provide the teachers with the experience of participating in adesign team that creates online, interactive virtual laboratories in their subject area. Page 9.1420.1Creating virtual laboratories was selected as a project because we want the teachers to beactive participants in a creative process that deals with a complex scientific and technical Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ÆÉ 2004