Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Heidi Diefes-Dux; Brenda Capobianco; Judith Zawojewski; Margret Hjalmarson; P.K. Imbrie; Deborah Follman

programs as stated inABET Criterion 3 a to k9. Table 1. Principles for guiding MEA development3,4. Principle Description Model-Construction Ensures the activity requires the construction of an explicit description, explanation, or procedure for a mathematically significant situation Reality Requires the activity to be posed in a realistic engineering context and to be designed so that the students can interpret the activity meaningfully from their different levels of mathematical ability and general knowledge Self-Assessment Ensures that the

Conference Session

Teaching Design

Collection

2004 Annual Conference

Authors

Russell Frame

. Anticipated modifications include illustrating theapplicability of core skills within PLM, transferring student-generated models from classto class to demonstrate new concepts using familiar material, and emphasizing PLMmethods in design classes. The final assessment of PLM skills will be based on designspresented by student groups. Additionally, WSU will obtain complex models fromindustrial partners to expose the students to “real world” engineering practices andsolutions. Our goal is to produce students familiar with PLM who will be competitive inthe job market.A Brief History of PLM Product Lifecycle Management (PLM) methods are a direct descendent ofindustrial trends started in the United States directly following World War II. During

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

John Hochstein

change. In engineering terms, one aspect of the shift can bedescribed as a shift of focus from “input” to “output.” Although examples of student work were,and are, an important component of an accreditation review, program faculty are now asked todo a much more extensive job of assessing and documenting the “abilities” that have beenimparted to graduates by the program. Annual national meetings have come into existence withthe express purpose of bringing together engineering educators to share best practices foroutcomes assessment (i.e. Best Assessment Processes IV Symposium2). Another example ofchange is that the new criteria require program faculty to define and publish ProgramEducational Objectives (PEOs) and Program Outcomes (POs), or their

Conference Session

CE Body of Knowledge

Collection

2004 Annual Conference

Authors

Stuart Walesh

of the evolving or current major civil engineering areas. Examples are traffic, geotechnical, and water quality investigations.3. an ability to design a system, component, or process to meet desired needs. (ABET c) Commentary: Critical design methodology and process elements, include problem definition, scope, analysis, risk assessment, environmental impact statements, creativity, synthesizing alternatives, iteration, regulations, codes, safety, security and constructability, sustainability, and multiple objectives and various perspectives. Other important design or design procurement elements are bidding versus qualifications-based selection (QBS

Conference Session

Ethics & HSS in Engineering

Collection

2004 Annual Conference

Authors

David Shaw; James Gidley

faith-commitments explicitly inview.10Our approach also helps to satisfy ABET Criterion 3, parts g and h:11 Criterion 3. Program Outcomes and Assessment Engineering programs must demonstrate that their graduates have: (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal contextWe do so in a way that fits naturally within the goals of the College and the EngineeringDepartment. We reinforce the mechanics of writing well, the connection of the liberal arts to thepractice of engineering, and the worldview leading to its practice.The Origin of the

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Fredrick Cowan; Alan Gravitt; Donna Llewellyn; Marion Usselman

– Are the numerical answers computed with the constraint graph correct? To make assessment of this category simple, the rating scheme is binary with each correct numerical answer receiving one point. We utilized quizzes that feature two problems, each requiring the computation of a single answer; in this case, the rubric is as follows.Rating Descriptive Characteristics 2 Two numerical answers are correct 1 One numerical answer is correct 0 None of the numerical answers are correct Page 8.1268.12• Likelihood of usage – Given opportunity for using constraint

Conference Session

Raising the Bar and Body of Knowledge

Collection

2003 Annual Conference

Authors

Stuart Walesh

selection; estimating engineering costs; interaction between planning, design and construction; owner- engineer relationships; life-cycle assessment; sustainability; and design methodology and process, including problem definition, scope, analysis, risk assessment, creativity, synthesizing alternatives, iteration, codes, safety, security and constructability; multiple objectives and perspectives. Understanding large-scale systems is important, including the need to integrate information, organizations, people, processes, and technology. Design experiences should be

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ron Earley; Dave Lennig; Dave Campbell; Suguna Bommaraju

the travel to the FIRST NationalCompetition. Varieties of fundraisers are held over the course of the year to raise the money.Some students might need to pay an amount out of their pocket (or their parents) to make up thedifference of what was not fundraised. In previous years, students participated in variousfundraising events, such as selling “Buddy” cards, candy, Valentine’s Day flowers, soft drinks,and hot dogs at golf outings as well as building clocks for Craft Shows. Through the newpartnership, the team obtained equipment, such as Bridgeport vertical machine, metal workinglathe, a band saw and various power tools.IV.4. REFLECTION AND ACTINGOne way to define reflection is to self-assess one’s performance in achieving a certain task

Collection

2000 Annual Conference

Authors

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

workingprototype solution to a community’s technical problem.This paper describes the motivation behind the program, and details the goals of the program.Specific content of the program’s infrastructure is outlined with an in-depth look at the ME450course into which the program was integrated. An overview of the semester operation ofProCEED is given along with examples from the first semester the program was implemented.Independent evaluation of the course is also reviewed to assess the learning and civic orientationimpact of the program in its first semester of implementation. The paper will conclude with alook into the future of ProCEED including sustainment of the program and possible futureexpansion.2 - Motivation and ProCEED Program GoalsProCEED

Conference Session

Instructional Technology in CE 1

Collection

2002 Annual Conference

Authors

Ronald Welch; Stephen Ressler

Page 7.897.1 solution. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering EducationThis paper describes this problem-solving methodology in detail. It provides an example of atypical student homework problem involving a manual solution of the Direct Stiffness Method,to include representative portions of the MathCAD worksheet and the Excel spreadsheet used toobtain the solution. The paper will also present student assessment data demonstrating theeffectiveness of the methodology in promoting better understanding of: (1) the Direct StiffnessMethod itself; (2) the relationship between the Direct Stiffness

Collection

2001 Annual Conference

Authors

Youki Terada; Pam Sirivedhin; Flora McMartin; Alice Agogino; Ann McKenna

Copyright Page 6.32.1 2001, American Society for Engineering Education”development of innovative assessment techniques to measure open-ended design process skills 5,and employing innovative uses of technology to enhance student learning 6,7. Several of the GEprojects built upon and expanded on the work initiated by earlier Synthesis projects.One specific example of a GE grant reform effort was the introduction of a new course‘Animating Physics’8. The objective of the course is to explore challenging physics conceptsthrough the use of physically realistic animations. Students designed, planned, programmed

Collection

2001 Annual Conference

Authors

Martha Wilson

pilot survey conducted by the Women inEngineering Programs and Advocates Network (WEPAN) in Spring 1998, college wide data isnot routinely collected to assess student views or perceptions.2 It was therefore necessary to firstdevelop methods for collecting, analyzing, and interpreting data and information, and to establisha methodology for ongoing studies and program development.This paper describes the initial efforts of a study that was conducted to help the IndustrialEngineering Department understand factors that contribute to the relatively low enrollment offemales in the program, and to identify steps that the department can take to reduce thisdiscrepancy. The study, which began during Fall Semester 2000, embraces the concept ofcontinuous

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

, Not So MuchAbstractThe broad objective of this research was to investigate middle school students' attitudes towards,and perceptions of, engineering and science. Additionally, the research investigated what impact,if any, long-term school-based collaboration with graduate level students from STEM disciplineshad on middle school student attitudes and perceptions of engineering and science. To capturestudent attitudes, two surveys were designed. The first assessed student attitudes towards, andperceptions of, engineering while the second assessed attitudes towards, and perceptions of,science. Surveys were administered to middle school students in science classrooms taking partin a NSF-funded Graduate STEM Fellowship in K-12 Education program

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1909: INTRODUCING K-12 TEACHERS TO LEGO MINDSTORMROBOTICS THROUGH A COLLABORATIVE ONLINE PROFESSIONALDEVELOPMENT COURSEMeltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is a Research Scientist in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at the Georgia Institute of Technology. Dr. Alemdar has experience evaluat- ing programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from multi-level evaluation plans designed to assess pro- gram impact to monitoring plans

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samuel James Boland, University of Iowa, IIHR: Hydroscience and Engineering; Michael V. Schaefer, University of Iowa, IIHR: Hydroscience and Engineering; Carmen M. Langel; Taryn Michelle Tigges, University of Iowa; Fabienne Bertrand, University of Iowa, IIHR: Hydroscience and Engineering; Marian Muste, University of Iowa, IIHR: Hydroscience and Engineering; Zachary David Hingst; Timothy James Middlemis-Brown, IIHR-Hydroscience & Engineering, The University of Iowa

Tagged Divisions

International

tasks associated with the course offering is listed inTable 1. Page 22.1007.5 Table 1: Annual tasks for course administration Task Responsibility Sample Timeline1 Establish theme and country for course offering PD1, IP/OFSA5 September2 Establish management team and identify host partners PD, Co-D2, H3 September3 Draft course objectives, budget and assess risks PD, H, IP/OFSA October4 Finalize course administration and website PD, Co

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

22.1613.2and post- assessment data that demonstrate noteworthy improvements in attitudes of studentstowards computer science and engineering, respectively.2. IMPACT LA GK12 Program Information The IMPACT LA Program partners graduate teaching fellows with middle and highschool math and science teachers in the Los Angeles Unified School District (LAUSD). Theprogram is centered at California State University, Los Angeles (CSULA), and is part of theNational Science Foundation (NSF) Graduate STEM Fellows in K-12 Education (GK-12)Program, which provides fellowships and training for graduate students in science, technology,engineering, and mathematics (STEM).3,4 The graduate student fellows serve as visitingscientists or engineers who work closely

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lauren A. Rockenbaugh, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

Mechanical Engineering

, Boulder DEREK REAMON is Co-Director of the Integrated Teaching and Learning Program, and a Senior In- structor in the Department of Mechanical Engineering at the University of Colorado Boulder. He received his PhD in Educational Interface Design from Stanford University and has won numerous outstanding teaching awards. Dr. Reamon’s research interests encompass the foundations of educational theory, the practical issues involved in curricular improvement, and the assessment techniques required to measure the effectiveness of new methods. Page 22.1192.1 c American Society for

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lynne A. Slivovsky, California Polytechnic State University, San Luis Obispo; J.Kevin Taylor, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

Department at California Polytechnic State Uni- versity in San Luis Obispo. Prior to joining the faculty at Cal Poly in 2006, he taught for seven years at the United States Air Force Academy and worked for four years in the Air Force Research Laboratories. Research interests include active learning and engineering education, spatial disorientation, rehabilitation engineering, sports biomechanics, and aerospace physiology. He worked on a team that developed the Dynamics Concept Inventory and is currently collaborating on a grant to develop and assess Model Elic- iting Activities in engineering. Brian was the 2008-2010 ASEE Zone IV Chair and serves as Cal Poly’s ASEE Campus Representative.Lynne A Slivovsky

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

that the turkey lived in a certain climate (i.e. snowyor desert or one that has trees who leaves turn bright colors in the fall) and that they did not wantto be “caught” for Thanksgiving. The “test” becomes an evaluation of how the childrendisguised their turkeys based on where they live. For example, if a student had a turkey wholived in a snowy area then “camouflaging” it by coloring it with brightly colored crayons wouldindicate the student did not meet the criteria. This is also a way of assessing understanding ofthe weather/climate science they cover that year.In addition to using engineering and the Engineering Design Process as defined by EiE (Ask-Imagine-Plan-Create-Improve), Ms. Parry introduced the staff to the idea of using

Conference Session

Capstone and Design Projects in Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware; Beth (Becky) Kano Kinney, University of Delaware

Tagged Divisions

Engineering Technology

assessment of student learning. He is a former two- term member of Delaware’s Engineering Licensing Board, the DAPE Council. He continues to be active on DAPE and NCEES committees.Beth (Becky) Kano Kinney, University of Delaware Beth (Becky) Kano Kinney, M.A. (University of Delaware, educational studies), is an Educational Tech- nology Consultant at the University of Delaware. She earned a bachelor’s degree in biology and psychol- ogy from Williams College and has taught math and science in grades 6-12. Page 25.444.1 c American Society for Engineering Education, 2012

Conference Session

Aerospace Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University

Tagged Divisions

Aerospace

students [8]. 1. The muddiest point – Students are asked about the concept they did not understand in a class and then the instructor goes over it again at the end of the class. 2. True False questions – Students are asked to answer T/F questions during class. This serves better than quizzes because they learn while being assessed. They are given Page 25.139.5 participation points. 3. Use of props – Students get engaged when they can see or touch an object or a model. 4. Candy questions - Students get a reward for actively participating in the class. Every once in a while, a hard question is asked. The first

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Bull, Brown University School of Engineering; Maureen Kay Sigler, Brown University; Michael Lye, Rhode Island School of Design

Tagged Divisions

Community Engagement Division

with the goal of gauging benefits to learning andchanges in attitude towards working in a community as part of a course. We have taughttraditional courses in these areas for many semesters and have over the past 10 semestersintegrated projects that have the potential to improve some of our learning outcomes whileproviding a benefit for partners in the community. Reflecting on this process motivated us toseek better ways to describe what was happening and to better understand the impact on students.All of the problems we face are embedded in a context that determines to a great extent the rangeof solutions that are possible. Having some skill at assessing a context is an important learningoutcome and this skill comes through practice. Dyson

Conference Session

Multidisciplinary Engineering Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wayne Weaver, Michigan Technological University; Jeremy John Worm P.E., Michigan Technological University; Jeffrey D. Naber, Michigan Technological University; Leonard J. Bohmann, Michigan Technological University; John E. Beard, Michigan Technological University; Carl L. Anderson, Michigan Technological University; Bo Chen, Michigan Technological University; Jason M. Keith, Mississippi State University

Tagged Divisions

Multidisciplinary Engineering

four vehicletypes to meet the US CAFE 2016, 2020 CAFE 4%, and 2025 CAFE 4% targets for this fleet. Page 25.173.11Data from existing literature including the National Academy of Science 2010 study of“Assessment of Technologies for Improving Light Duty Vehicle Fuel Economy”4. Teamportfolios are discussed based on engineering complexity and other factors. This is carriedthrough in a follow-on study to assess back period for technologies to determine customeracceptance.Throughout the class, content on the primary powertrain subsystems is developed forincorporation and development of a vehicle dynamics model which is used in model baseddesign study

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary Cruz, Great Minds in STEM; Lupe Munoz Alvarado, Great Minds in STEM

Tagged Divisions

K-12 & Pre-College Engineering

assessment projects to evaluate the impact of specific opportunities. In 2011, as partof the fall distribution of the STEM-Up™ Student Agenda, elementary, middle, and high schoolstudents completed a pre-assessment regarding awareness, motivation, inspiration and skills inSTEM. At the end of the academic year, a post-assessment will be distributed to these students.Over 12,000 pre-assessments were collected in fall 2011. As of the writing of this paper, datawas still being inputted.This spring 2012, GMiS has implemented a controlled study to measure the impact of STEM-Up™ among 6th grade students. In 2011-12, students entering 6th grade from the STEM-Up™feeder elementary schools, would have had the opportunity to participate in 4th and 5th gradeSTEM

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Timothy Miller, Binghamton University ; Matthew R. Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

Page 25.1428.3 2. Reality 3. Self-assessment 4. Model Documentation 5. Model Shareability and Reusability 6. Effective PrototypeMost client-driven, open-ended design tasks lend themselves well to modeling activities. Theyare realistic engineering problems with physical phenomena that can be translated intomathematical representations. Models can be used to predict physical behavior based on patternsin real situations (or hypotheses of physical behavior when too little information is available).However, the model construction step is not trivial. Lesh [5] breaks down the components of amodel as “elements, relationships among elements, operations that describe how the elementsinteract, and patterns or rules that apply to the

Conference Session

Considerations for the Collection Conscious Librarian

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Zuber, Brigham Young University

Tagged Divisions

Engineering Libraries

AC 2012-4644: WEEDING THE COLLECTION: AN ANALYSIS OF MO-TIVATIONSPeter Zuber, Brigham Young University Peter Zuber is the Engineering Librarian at Brigham Young University. Apart from liaison and collection responsibilities, he has evaluated and implemented virtual reference services and helped in the redesign of the library’s website as well as the integration of a new federated search engine. As Chair of the library’s Research Behavior Group and User Studies and Assessment Team, he worked with librarians to discover user preferences and habits and how they impact current library services and tools. Published papers include topics such as search engine constraints, open access, institutional repositories, and

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

to accountfor modern practices, on the assessment and evaluation of new instructional techniques, and onadvancing the professional skills of the teaching workforce. For the purpose of formalizing therole of engineering in the educational curriculum, the National Academy of Engineering and theNational Academies’ Center for Education’s Committee on K-12 Engineering Educationcompleted, in 2009, a study of the interconnections among science, technology, and mathematicswithin the proposed creation of a K-12 engineering curricula.8 Despite their recommendations,the Committee still remained uncertain about the proper approach to teach basic engineeringprinciples in the K-12 environment. They concluded that at least three options exist for teaching

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Noah Salzman, Purdue University, West Lafayette; Russell Andrew Long, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

 programmatic  effects on student learning. Research in Higher Education, 2007. 48(2): p. 141‐168. 5.  Volkwein, J.F., The Assessment Context, in Assessing Student Outcomes: Why, Who, What,  How?, J.F. Volkwein, Editor 2009, Jossey‐Bass: San Francisco. 6.  Vogt, C.M., Faculty as a Critical Juncture in Student Retention and Performance in Engineering  Programs. Journal of Engineering Education, 2008. 97(1): p. 27‐36. 7.  Jewell, R.T., M.A. McPherson, and M.A. Tieslau, Whose fault is it? Assigning blame for grade  inflation in higher education. Applied Economics, 2011. 45(9): p. 1185‐1200. 8.  Felder, R.M. and L.K. Silverman, Learning and Teaching Styles in Engineering Education.  Engineering Education, 1988. 78

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

studentsparticipated in a robotics project and 7 students conducted an architecture project. Based upon adata review process, the researchers accepted 27 data sets for data analysis. Butler and Cartier'sSRL model was used to frame a survey questionnaire and design journal. Because SRL iscontextual, Dym and Little’s prescriptive model of design process was also used to frame thequestionnaire items for this study. Two subsections of survey questionnaire were used at theearly and middle stages of the design projects, respectively. Each subsection assessed differentSRL strategies. The SRL mean values of each design sub-phase were calculated and comparedbetween high- and low-performing students, and also between males and females. For the designjournal

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

and student learning for about ten years.Dr. Daniel W. Knight, University of Colorado, Boulder Daniel W. Knight is the engineering assessment specialist at the Integrated Teaching and Learning (ITLL) program and the Broadening Opportunity through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. He holds a B.A. in psychology from the Louisiana State University and a M.S. degree in industrial/organizational psychology and a Ph.D. degree in counseling psychology, both from the University of Tennessee. Knight’s research interests are in the areas of reten- tion, program evaluation, and teamwork practices in engineering education. His current duties include assessment