Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jade Mitchell, Michigan Sate University, Dept. of Biosystems and Agricultural Engineering; Mark H. Weir, The Ohio State Universiry; Julie Libarkin; Joan B. Rose

Tagged Divisions

Multidisciplinary Engineering

affect risks associated with exposure to pathogenic agents or responses tohealth risks. Therefore, we developed an intensive short course to enhance multidisciplinarycross training and graduate research through a combination of lectures and experiential learningopportunities – hands-on exercises and a group project. Through a comprehensive evaluationplan of the course conducted in 2015, we assessed the expanded ability of the course to improveoutcomes for engineers in areas of the risk paradigm not traditionally emphasized in theirgraduate programs. Likewise, we tested the ability of the course to improve the quantitative andmodeling skills in participants with backgrounds in social and behavioral sciences. The surveyinstruments were developed

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott W Campbell, University of South Florida; Sylvia W. Thomas, University of South Florida; Venkat R. Bhethanabotla, University of South Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

need for their standardizedtests. We also learnt that it is difficult because the underlying assumption, that the particularresearch experience each teacher engages in will fit the curriculum flow of the courses they teachin their home institution, is artificial. Rather, creative activities which are unique to theirparticular situation, but resulting from the research experience, were found to be the mostsuitable, sustainable and translatable outcomes of this RET program. By fostering anenvironment to conceive such outcomes, a diverse and useful set of activities resulted fortranslation to the home institutions of the teachers.In this presentation, we summarize assessment results obtained from surveys of participants,report pre- and post-test

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

Tagged Divisions

Pre-College Engineering Education Division

developed as hands-on lessons using small educational shaking tables andK’Nex™ materials[7]. A part-time staff coordinator ran the program with the support of hiredundergraduate and graduate student instructors who worked part-time delivering the lessons[8][9].The goal of this outreach from its initiation was to foster enthusiasm in the science ofearthquakes and earthquake engineering, expose the students to earthquakes in an exciting,hands-on, interactive environment, and activate student interest in STEM while engagingcuriosity and creativity.After approximately five years of informal outreach using these materials with kindergarten to12th grade students, in 2013 the NEES@Berkeley staff expanded and refined their lessons toalign with California

Conference Session

Bridging the Gap and Freshman Programs

Collection

2009 Annual Conference & Exposition

Authors

James Sullivan, Dallas Independent School District

Tagged Divisions

Mathematics

be required to provide full details (“show all of your work”) until they haveachieved a satisfactory level of performance.Example 1: A large scalene triangle and a small triangle are similar. The shortest sides of thetriangles are 3 inches and 6 inches, respectively. The length of the longest side of the largertriangle is 10 inches. What is the length of the longest side of the smaller triangle?From the last sentence, this time in the form of a question, we know that the unknown quantity isthe length of the longest side of the smaller triangle. Let us call this “X” and draw a squarecontaining three rows and three columns: Page 14.1266.6Put the

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

demonstrates that part of theinstructional method’s effectiveness is likely due to its promotion of a sense of belonging amongstudents. Perceptions of belonging may be especially important for students who are at risk offailing or withdrawing from first-year gateway courses to their major.Background Rates of retention in STEM programs hover around 50%, due in large part to first andsecond year gateway courses, from which students fail or drop out in large numbers.1 Innovativeteaching methods have been recommended as a vehicle for increasing achievement and retentionin undergraduate STEM education.2 Specifically, incorporation of new technology, inquiry-basedprojects, collaborative learning, and conceptually-oriented tasks are some ways in which

Conference Session

The New ABET CE Criteria - Program Development

Collection

2010 Annual Conference & Exposition

Authors

Debra Larson, Northern Arizona University; Allen Estes, California Polytechnic State University; Norman Dennis, University of Arkansas; Ronald Welch, University of Texas, Tyler; Carol Considine, Old Dominion University

Tagged Divisions

Civil Engineering

Page 15.547.4suggestions. There was no limit placed on the number of topics of interest. The list of the fourprepositioned topics, which are distinguished from the suggested topics in Table 1by the dottedline, included: teams, project based learning, service learning, interdisciplinary projects.Although most of the topics of Table 1 are self-explanatory, a few need further explanation.Topic 5, Assessment and Evaluation, broadly captures comments ranging from traditionalevaluation methods of testing, grading, and homework to assessment-focused topics includingin-class and program outcomes. Topic 8, Teaching at Various Levels, speaks to an interest inlearning about the differences in teaching to first-year students vs. seniors vs. graduate

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

of the Cambridge Handbook of Engineering Education Research (CHEER) published by Cambridge University Press, New York, NY. Dr. Johri earned his Ph.D. in Learning Sciences and Technology Design at Stanford University and a B.Eng. in Mechanical Engineering at Delhi College of Engineering.Dr. Lori C. Bland, George Mason University Lori C. Bland, Ph.D., is an associate professor at George Mason University. She teaches courses in edu- cational assessment, program evaluation, and data-driven decision-making. Bland received her Ph.D. in Educational Psychology from the University of Virginia. Her current research focuses on identifying, ex- amining, and assessing learning and professional outcomes in formal and informal

Conference Session

Mechanical Engineering Division (MECH) Technical Session 14: Curriculum and Course Assessment in and Outside the Classroom

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Morris, Clemson University; John R. Wagner, P.E., Clemson University

Tagged Divisions

Mechanical Engineering Division (MECH)

the inclusion of additional classes focusing on PLM. Thisresults in PLM being a largely unknown subject among undergraduate classes. Informal pollsamong senior undergraduate mechanical engineers at Clemson University, in the SoutheasternUnited States, showed less than 10% of students had heard of PLM by the last semester of theirprogram. Though not intended to be conclusive, this observation can demonstrate the lack offocus on PLM within a traditional program. 3. Initiatives for Teaching PLMTo increase understanding of PLM tools and processes, Clemson University instituted theProduct Lifecycle Management Center (PLMC) with the mission to “foster learningenvironments through dedicated laboratory(s), workshops, and industry outreach efforts

Conference Session

Computer Education Innovations

Collection

2009 Annual Conference & Exposition

Authors

Thomas Cochrane, University of Canterbury

Tagged Divisions

Computers in Education

been testedin class.Figure 3. Creating a mobile device video from a ViP presentation.Case studies using Virtual-i Presenter in small and large engineering classesViP with a small class of junior level students:ViP was initially tested on a group of 19 natural resources engineering students in their third yearof studies (junior year). The students were divided into 10 groups (9 groups of 2 students andone individual) and were required to choose an Environmental Impact Assessment report from alist of large national project reports. They were then asked to write a critical review and create a6 minute oral presentation using ViP which included i) project identification and purpose, ii)status of the project now, and when the report was prepared

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Evelyn R. Sowells, North Carolina A&T State University; Nina Exner, North Carolina Agricultural & Technical State University; Sherry F. Abernathy, North Carolina A&T State University; Rajeev K. Agrawal, North Carolina A&T State University ; Brenda S. Faison Ph.D., North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

 Learning  Portfolio-building  Technology communities  Internship and events and  Symposia career activities  Course guidance experiences Undergraduate and Veteran cohorts participate in Support & Connect phases Assessment throughout will build future knowledge about successful tactics for recruiting technology and related professionals.Recruit-Support-Connect is a pipeline with three stages: 1) it recruits female high schoolstudents into technology programs and STEM in general, 2) it supports female students throughthe collegiate process

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anne-Marie A Lerner, University of Wisconsin, Platteville; Christopher Frayer, University of Wisconsin - Platteville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

introduce new faculty to best practices for promoting underrepresentedminorities (URM) retention. The NFLC was initially funded by a small amount of NSF grant funds. Sincethat time, the NFLC has gained cultural acceptance within the College of EMS. The NFLC will be fullyinstitutionalized and supported by EMS funds at the start of the 2017-2018 academic year, and hasbegun to spread campus-wide. Because this program is inexpensive to set up and has been assessed ashighly productive, the authors believe similar setups could be instituted at other universities andcolleges. This paper provides a narrative of the inception, implementation, and institutionalization of theNFLC in the Background section, and the Roadmap section identifies key best practices

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Minorities in Engineering

education andSTEM careers. HSE builds on a small pilot program that Michigan Technological University funded andran within three Michigan high schools during AY2007-08. Under NSF support (EEC-0835670)in the following year (AY2008-09), the HSE pilot was expanded to five high schools and, in AY2009-10, to twelve schools with additional support from NSF (DRL – 0833542), IBM, the FordMotor Company Fund, Square One Network, and the University. Teams were located at publichigh schools in Michigan, Georgia, and Puerto Rico. HSE implementation for AY 2010-11 iscurrently in place at 17 locations and has moved into Illinois. The schools involved with HSEare diverse in locale (rural, suburban, inner city) and in the characteristics of the students

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

topics and experiences inSTEM.The three program goals and the summary of corresponding program activities to meet thosegoals are presented next.Goal 1: Nurturing students’ enthusiasm for STEMThe activities were aimed to nurture the aerospace/aviation academy students’ enthusiasm forSTEM; all the sessions provided interactive components through virtual simulation thatsought to excite the participants about the scientific and engineering applications and engagestudents in hands-on activities that were applicable to the real world. Prior to working on theengineering design project, the students participated in a field trip to a large-scale wind farmowned by Amazon, located close to ECSU campus. This trip helped students see how thetopics they are

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert J. Rabb P.E., The Citadel; James Righter, The Citadel

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

day.One major goal of the mechanical engineering program is to identify best practices throughassessment of the courses and program. Another goal of the faculty is to ensure the studentshave a positive experience in each course. STEM disciplines are traditionally taught bydisseminating information and content, making them particularly fit for lecture [5], but in thecase of this course, the instructors wanted to gage the students’ opinions regarding the evolvingopen-ended lab approach and evaluate how it impacted their learning. To assess these goals,students complete course evaluations after every semester, which assess for trends andopportunities to improve the course. These surveys include an institution-level survey to revealstudent

Conference Session

Computers in Education Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Colin Coghill, University of Auckland

Tagged Divisions

Computers in Education

, too few people are choosing engineering careers, and many engineering facultiesare attempting to address this problem by reaching out to schools. This paper describes how ahome-grown, web-based software tool, already used successfully in university-levelengineering and physics courses, is being modified for high-school use. The softwarepackage, OASIS, comprises a large question database and server-side program that deliversindividualized tasks, marks student responses, supplies prompt feedback, and logs studentactivity. OASIS can be used for both skills practice and formal assessment. Because the Webserver carries out all processing, students need only a computer with internet access and astandard browser, making OASIS well suited to student

Conference Session

Issues in Computer Education-HDL

Collection

2007 Annual Conference & Exposition

Authors

Jeff Gribschaw, D/EECS, USMA; Paul Patterson, D/EECS, USMA; Bryan Goda, USMA

Tagged Divisions

Computers in Education

itself to improving student ability tolearn CAD/E tools across the entire EE curriculum and in that it incorporates an assessmentmechanism that has the flexibility to support multiple CAD/E tools. Our findings emphasize theimportance of developing a teaching focused learning environment to maximize studentpotential. The related work section will address some of the tools available for helping students tolearn CAD/E tools. In the methodology section, we will address several potential approaches todealing with the large number of programs required within an undergraduate EE program, andwe will lay the foundation for the assessment mechanism we have employed to a limited extent.The results section will provide the survey data we have

Conference Session

Mechanical Engineering Division (MECH) Technical Session 14: Curriculum and Course Assessment in and Outside the Classroom

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda C. Emberley, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering Division (MECH)

several helpful resources. For example, there areresources available that describe suggested curriculum changes that focus on specific fields andmajors (e.g. [3]) quarters vs semesters [4], [5]. However, the aim of this paper is to broadlyfocus on the process used and how that process can be best utilized to maintain a focus onstudent learning and maintain the strengths of a given program. We present our experience ofmaking the transition from quarters to semesters in a mechanical engineering program.However, we hope to provide information that would be beneficial to not just mechanicalengineering programs, but any discipline making major curriculum changes or creating a newcurriculum.ing a new curriculum. Our goals for the new curriculum

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Himani Sharma, Arizona State University; Amanda Singer Nault, The Ohio State University; Mayra S. Artiles, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

, “Assessment for Faculty Advising: Beyond the Service Component,” NACADA Journal, vol. 37, no. 2, pp. 66–75, Jan. 2017, doi: 10.12930/NACADA-16-028.[11] E. Hart-Baldridge, “Faculty Advisor Perspectives of Academic Advising,” NACADA Journal, vol. 40, no. 1, pp. 10–22, Jun. 2020, doi: 10.12930/NACADA-18-25.[12] S. E. Brownell and K. D. Tanner, “Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?,” LSE, vol. 11, no. 4, pp. 339–346, Dec. 2012, doi: 10.1187/cbe.12-09-0163.[13] M. Artiles and H. Matusovich, “Doctoral Advisor Selection in Chemical Engineering: Evaluating Two Programs through Principal-Agent Theory,” vol. 2, no. 2, Art. no. 2, Feb. 2022

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Kerry Greer, University of British Columbia; Katherine A. Lyon, University of British Columbia, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

have lasting impacts for individuals andcommunity—framing shown to align with women’s career planning.Given the theory behind women preferentially choosing “helping” disciplines, and the suggestedpossibility of increasing the percentage of women in engineering through emphasis on communalgoals, we assess the short-term impact of adding women-associated “helping” disciplines toengineering schools across the US.MethodsWe collected undergraduate enrollment data by gender for US engineering schools from theASEE (American Society for Engineering Education) College Profiles for the years 2005-201715.Data was available from 362 schools, although not all schools had data for all years.We assumed that BME and ENV programs were added to a school in the

Conference Session

Mentoring Minority Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Kelly J Cross, Virginia Tech

Tagged Divisions

Minorities in Engineering

and Excelspreadsheet software. The attendance and GPA data were collected and maintained in asecure Excel spreadsheet. The GPA data and attendance numbers were summed andaveraged to compare program participants to the control group. Additional data analysisincluded descriptive statistics as the small number of participants limited the types ofstatistical analysis that could be performed. Despite the small sample size for the programassessment, multiple steps were taken to ensure that validity and reliability wereaddressed throughout the assessment process. First, expert review and piloting procedureswere performed to ensure the face and content validity of the instrument. Also, thereliability coefficients were also evaluated for the survey

Conference Session

Materials Division (MATS) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anuja Kamat, Wentworth Institute of Technology

Tagged Divisions

Materials Division (MATS)

class were offered. With the school being online, there was a need to look atinnovative ways to find hands-on labs for students which would be related to civil engineering.In this effort, a new model of Origami in materials engineering was developed. Origami is atraditional Japanese art or technique of folding paper into a variety of decorative orrepresentational forms. Typically, origami is thought of as the art of folding paper into animalsor flowers. In recent years, origami has been useful in large- and small-scale engineeringapplications, from large solar arrays in space to tiny medical devices. Origami has also foundapplications in structural engineering. For our module, the students were expected to fold regularprinter paper using the

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

buy-in about the negative impactof such issues on the larger college and campus communities, and educate faculty aboutthe issues and potential solutions. Initially these were two separate programs, but theywere merged during year two, based on formative assessment. Some events have beendesigned for small groups (two dozen participants), some have been invitation-only,while others have been open to the entire campus. Most lecturers have given multipletalks on a common theme tailored to different audiences. Some events focusedspecifically on providing the same type of professional development training (topicssuch as leadership, negotiation, climate issues, mentoring, and diversity) as in the facultylunches, but in more depth and with more

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

Tagged Divisions

Engineering Leadership Development

engineering degree programs offered at the University of St. Thomas -Minnesota. The survey of alumni from 13 years of the courses’ history assessed keyinstructional processes and intended leadership learning outcomes for experienced engineers: thedevelopment, deployment and professional and personal outcomes of core leadership processes;how the alumni have used this learning; the perceived long-term career and personal value ofthat leadership education experience; and aspects of the curriculum they perceived as mostvaluable. The key question: has the study of leadership development been of value to thegraduates in the years after completing a course, and if so, how? The paper also describeshow the leadership course has evolved in response to changing

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University

Tagged Divisions

Women in Engineering

Academy of Engineering (NAE) Grand Challenge Scholars Program National Steering Committee. She served for six years on the Board of Directors for WEPAN. She served on the National Advisory Panel for the Society for Women Engineer’s Assessing Women in Engineering (AWE) Project; as Vice President for Professional Interest Councils on the Board of Directors for the American Society for Engineering Education (ASEE); and is Director-at-Large for the ASEE Women in Engineering Division. She regularly reviews for the ASEE Women in Engineering Division, the Frontiers in Education Conference, National Science Foundation programs (including the Graduate Fellows Program and ADVANCE), the Journal for Women and Minorities in

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith J Bowman, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

2005. Nearly all large and well-established programs provide this data, but smaller and recently-established programs are morevariable in participation. (a) California (b) TexasFigure 1 Engineering BS degrees for (a) California and (b) Texas (ASEE, 2015). Programs withan * in Table 1 were included in this data. The remaining programs either had limited dataacross the ten years, repeat or unusual entries or very small numbers of programs or students. Page 26.1506.5   4  Figure 1

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Thomas Rockaway, University of Louisville; D. Joseph Hagerty, University of Louisville

Tagged Divisions

Mechanics

these concepts into their curriculum.One of the most interesting efforts in revamping course presentation has been to change the waya truly fundamental course, Statics, is taught.In order to modify the existing Statics course to meet the QEP objectives, minor changes werenecessary in areas of course design (course objective, culminating experience, flowchart ofprogress) and assessment procedures (pre-quiz, group problems, and optional final). Thechanges were not extensive, but rather only minor changes to presentation or organizationalformat. Statics is one of the core courses within the engineering curriculum and a significantamount of information must be conveyed and mastered. Thus, the changes presented do notdisrupt the normal classroom

Conference Session

Mentoring Minority Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carlotta A Berry, Rose-Hulman Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology

Tagged Divisions

Minorities in Engineering

sense ofcommunity as well as identity within the ECE department early in the students’ academic career.There are several components of this program including networking/social activities, mandatoryinternships, co-ops or research experiences, technical speakers, as well as panels on topics suchas study skills and time management. Lessons learned in the first 3 years of this program as wellas the assessment of the programming will be discussed. These results will be used to guide thecreation of an institution-wide diversity program entitled ROSE-BUD MAPS (Rose buildingundergraduate diversity mentoring and professional skills) program. The MAPS program will be an extension of the on-going and successful ROSE-BUD(Rose Building Undergraduate

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

educational outreach programs. The followingkey tasks were required for implementation: Page 22.498.6• Creating content – we had to take the content of the on-campus ENGR 102 course and put this in a format that is accessible to HS teachers. At the time the project was initiated, we did the following activities in our on-campus course: o The course is taught in a large main lecture format (1-time per week, professionalism) and a small section format (2-times per week, design process, teamwork). o 2 design projects – one project is a solar oven as it is especially interesting in the southwest as it dovetails with our efforts in

Conference Session

Computer Tools for Education

Collection

2007 Annual Conference & Exposition

Authors

Jianyu Dong, California State University-Los Angeles; Nancy Warter-Perez, California State University-Los Angeles

Tagged Divisions

Computers in Education

projects to reinforce theorywith design examples and to guide students through the design process. This PBL model hasbeen implementation in three core computer engineering courses (Microcontroller Programming,Computer Logic Design, and Multimedia Networking) since Fall 2005 and the students’feedback has been very positive. In all pilot classes that incorporated the model, a significantimprovement of students’ hands-on skills was observed. The broad implementation of the modeldemonstrates that it could be applied to any course where computer aided or assisted design is anessential component. Course level assessment results will be included to show the impact onteaching efficiency and student learning outcomes. In addition, potential problems

Conference Session

Academic Standards and Academic Issues

Collection

2004 Annual Conference

Authors

Craig Caulfield; G Kohli; S P Maj

warn managers against blindlymaking the instinctive fix to a late project”12.However, not all would agree with this assessment. For example, the effects of Brooks’ lawcan be actively mitigated by strategies such as adding developers early in the developmentcycle3,26, adding more developers than are expected to be needed24, and ensuring thatdocumentation, technical reviews, and a less territorial ownership of software artefacts byindividual developers are used to spread the knowledge about the project28,42. Raymond30even suggests that Brooks’ law breaks down completely under large-scale, distributeddevelopment such as Linux.So, what are students and practitioners to make of these different views? In many respectsBrooks’ law has stood the test