Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Kathryn Jablokow

the studentsin Bucknell’s Institute for Leadership in Technology and Management (ILTM) during thesummer of 2001. The KAI scores were then utilized to interpret and characterize data collectedthrough journaling assignments in which the students recorded their observations about theabilities of project team members to work and communicate with each other. Results show thatKAI scores correlate well with both positive and negative aspects of project team experiences.1.0 IntroductionEach summer at Bucknell University, a select group of 20 undergraduate engineering andmanagement students are invited to participate in Bucknell’s Institute for Leadership inTechnology and Management (ILTM). The core offerings of the ILTM are an on-campussummer

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Alicia Townsend; Renate Fruchter

Session: 2793 Impact of Multi-Cultural Dimensions on Multi-Modal Communication in Global Teamwork Renate Fruchter* and Alicia Townsend** *Director of Project Based Learning Laboratory (PBL Lab) Department of Civil and Environmental Engineering, Stanford University Stanford, CA 94305-4020 fruchter@ce.stanford.edu **Graduate Student, Learning Design and Technology Program, School of Education Stanford University, Stanford, CA 94305 lishat@stanford.eduIntroductionThis

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Nashwan Younis

objectives. In addition, the program outcomes are to encompass thefollowing eleven outcomes specified in Criteria 3. (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Dianna L. Newman; D. Reinhard

Session 2154 Multimedia The Use of Inquiry-Based Multi-Media Curriculum: It’s Impact on Students’ Perceptions of Learning Dianna L. Newman, Suneresh Heragu, Sybilyn Jennings University at Albany SUNY/Rensselaer Polytechnic Institute/Russell Sage Colleg eThe use of technology is growing and simultaneously changing the learning process, thestructure of knowledge, and the nature of instruction. 1 In a 1995 survey of college campuses,Green and Gilbert 2 noted that major gains have been made in the use of informational technologyas an instructional resource and Duffy ad Jonassen 3 indicate that new forms of

Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Gul Okudan Kremer

Communication” to “Introduction to Engineering Design” in 1995. Theconception of design imparted to students in the course also changed during the 1990s fromsomething both challenging and motivational to something very relevant and focused on realproblems in industry and the public sector. In 1998, Engineering Design and Graphics Programwas one of the recipients when Penn state won the Boeing Engineering Educator of the Year Page 7.469.2award [9] for a proposal entitled “Industry-Led Design.” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society

Conference Session

New EET Course Development

Collection

2002 Annual Conference

Authors

Albert Lozano

well as to share the studentsopinions and reactions to the course. As in any Engineering Technology course, the experimentalcomponent of this course is critical to the success of its graduates. The experimental part of thiscourse combines academic experiences to help students understand the concepts explained in theclassroom, linked with hands-on experiences in receiving communications from differentsatellite services. In particular, these experiences are centered on two types of communicationsthat, because they are low-cost and have open transmission, (not scrambled or codified) becomeideal to bring them into our classes. First, students are exposed to non-commercial televisiontransmissions from geostationary satellites operating in the Ku

Conference Session

Design for Community

Collection

2002 Annual Conference

Authors

Jennifer Kushner; Jay Martin

Session 2625 Modeling the Student Experience in an Experiential Design Course: Faculty Projects Jennifer Kushner, Jay K. Martin University of Wisconsin-MadisonAbstractWe teach design courses that are experiential, in that student teams learn about design byengaging in actual design and project engineering with clients from the community. On twodifferent occasions we participated directly in the student experience, with the students, bycarrying out a project ourselves. This meant that we carried out all of the same activities asstudents such as site visits

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

David Radcliffe

Session 2793 Formal Learning within a Community of Practice David Radcliffe School of Engineering The University of Queensland AustraliaAbstractThe Undergraduate Site Learning Program (USLP) has pioneered the integration of technicalskills and broader generic attributes in engineering graduates. With site learning, the studentsspend 12 weeks on-site and simultaneously engage in the same syllabus as their peers who areon-campus. The USLP benefits all stakeholders – the students

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Julia Williams

Session 1399 Instilling a Sense of Civic Responsibility in Engineering Students Through Technical Communication Julia M. Williams, Ph.D. Associate Professor of English and Coordinator of Technical Communication Department of Humanities and Social Sciences Rose-Hulman Institute of TechnologyIn his address to the 23rd Annual American Association for the Advancement of ScienceColloquium on Science and Technology, Neal Lane, assistant for science and technology to thenPresident Bill Clinton and director of the White House Office of

Conference Session

International Engineering Education II

Collection

2002 Annual Conference

Authors

Gregory Emery; David Mould; Carey Noland; Brian Manhire

themes, the GLC strives to foster these proficiencies in a global and societal context while impart-ing knowledge and developing professional skills applicable to life-long learning.The intellectual and professional development of GLC students includes exposure to professional andethical responsibility and is achieved primarily (but not exclusively) by way of the GLC’s reliance onproject- and team-based learning concepts from problem-based-learning pedagogy (PBL).3 TheGLC’s implementation of project- and team-based learning includes extensive use of the Internet bothas a research tool and as the primary communication medium outside the classroom (by way of theGLC on-line (Internet) database and electronic mail).4 GLC students also routinely use

Conference Session

Educational Trends in Engineering

Collection

2002 Annual Conference

Authors

Steven Mickelson

reported an increased sense of responsibility for their own learning as well as the learning of their peers (p. 12).The study reported by Tinto is important and offers a look at students’ experiences andperceptions in two types of institutions where learning communities have been especiallynurtured: community colleges and large, urban commuter campuses; however, manyother types of higher educational settings were not included in the study. For ourpurposes, we are most interested in large, research oriented land-grant universities, likeIowa State University, places where students often have difficulty becoming engaged inthe university. 4 To that end, we have been conducting an on-going assessment of ourlearning community, the results of which we

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Sheryl Gowen; Alisha Waller

stoppedcomplaining because it did not result in change. Felder, for example, did not institute discussionabout gender issues within groups and did not provide any additional team dynamics training inresponse to the students’ complaints. We believe that understanding informal communicationexperiences are critical to understanding why there are not more women in engineering. Haller, Gallagher, Weldon, and Felder 8 took a different approach to studying a specificaspect of informal oral communication. They focused on the interactional dynamics amongstudents engaged in group problem-solving sessions, using conversational analysis to identifytwo types of teaching interactions: transfer-of-knowledge sequences and collaborative sequences.They recorded the

Conference Session

Design, Assessment, and Curriculum

Collection

2002 Annual Conference

Authors

Myron (Ron) Britton

were to be working design engineerswho would participate in every laboratory period in a specific course. In general this meantabout 40 hours of input over 13 weeks. They were to be selected on the basis of their technicalexperience and their compatibility with the course instructor. Again, there was no intention thatthey be responsible for laboratory content or delivery, but rather that they become a designresource to complement the academic input upon which the course was based. From theuniversity’s perspective, this would bring current design expertise into our design laboratories.From the company’s perspective, it would give them access to students and that would facilitatethe hiring process following graduation.2. Impacting the design

Conference Session

Design for Community

Collection

2002 Annual Conference

Authors

Brian Thompson; Craig Somerton

capstone design course at MichiganState University. Each year a student design team has designed and built a cycle for a youngsterwith special needs from the local community. These cycles have included a robust three wheelcycle for a large young man (six feet nine, 285 pounds) with a mild form of cerebral palsy, ahand cycle for a double amputee, and a hand cycle for a youngster with little use of her legs.These projects have not only proved to be challenging design projects, but they have also beenvery rewarding for the students too because they see clearly the benefits of their endeavors. Theoutreach projects have also impacted the other students in the course and this has developed inthem a greater appreciation for the service aspect of being a

Conference Session

Teaching Effective Communications

Collection

2002 Annual Conference

Authors

David Hutto; Kathryn Hollar; Eric Constans; Anthony Marchese; Roberta Harvey; Bernard Pietrucha

: Assessing the Impactof Writing as a Multi-Function Design Tool, outlines a two-year project to developmethods of assessing the effectiveness of engineering students’ use of writing as a designpractice. Engineering educators have long recognized the importance of effective writtencommunication skills, and many programs have incorporated an emphasis on writtencommunication within their curriculums. Indeed, the ABET 2000 criteria not onlyemphasized writing skills but also specifically located responsibility for writinginstruction within the engineering program itself: Competence in written communication in the English language is essential for the engineering graduate. Although specific coursework requirements serve as a foundation for such

Conference Session

Graduate Student Experiences

Collection

2002 Annual Conference

Authors

Haitham Logman; Ronald Barr; Cynthia Finley; Michael Hagenberger

students who went on to careers in academia. Theresults were presented in Philip et al. 2 The response of these former students wasoverwhelmingly positive. They indicated that the ASEE student chapter had been instrumentalin helping them learn what life would be like as a professor, what issues were currentlyimportant in engineering education, and how to prepare for their job searches. Page 7.1046.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education Despite the potential of ASEE student chapters, there

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Brandon Muramatsu; Flora McMartin; Joseph Tront

training in sound pedagogical practices, ashortage of training in the effective use of educational technology, short supply of requiredresources and time to produce completed and tested works, and a lack of emphasis on improvedteaching in the university faculty rewards systems are the major obstacles to materialsdevelopment. To remedy this situation, this project endeavors to create an active, engaged, andsustained virtual community of engineering educators who energetically contribute to and sharematerials from a common collection of courseware.The virtual community will take form as an incubator in which faculty are trained in soundpedagogical practices e.g., developing learning goals and assessment techniques. Next,participants will be schooled

Conference Session

Graduate Student Experiences

Collection

2002 Annual Conference

Authors

Donna Llewellyn; Marion Usselman; Gordon Kingsley

Copyright © 2002, American Society for Engineering EducationThe chief concern expressed by the Fellows about teaching was that they would not be effective.There were two ways of articulating this concern. First, the majority of Fellows expressed worrythat they might be a burden to the high school teacher. Second, a few of the Fellows articulatedconcerns that their assignment was likely to lead them to work with students that might not needtheir help. Instead they would have preferred an appointment in a high school with fewerscience resources.Time emerged as a major theme for the Fellows on both the survey and in the interviews.Most of these students are actively engaged in research projects either for their majoradvisor or in preparation of a

Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Wendy Newstetter; Paul Benkeser

the insignificant ones. We wanted to determine Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Educationwhether they were engaging in the kinds of reasoning strategies used by engineers when startingin on a new problem. Ideally we would have given students a hard problem and then follow themfor three weeks as they worked on it, but this is hardly realistic. With these goals in mind, wedecided to give them a complex problem statement and have them do the first steps towardsproblem structuring. This would allow us to begin to assess how they were developing initialreasoning and inquiry skills. A sample problem is

Conference Session

Teaching Materials Sci&Eng to Non-Majors

Collection

2002 Annual Conference

Authors

David Bahr

2001 President of the Materials Research Page 7.200.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ©2002, American Society for Engineering EducationSociety (MRS) stated: “We have not tried very hard to educate the public in the past. It is veryimportant that we not continue to make that mistake” 2.Educating future engineers about materials is an important issue and one that is being addressedat many universities, community colleges, and high schools throughout the country. However,educating all students about this important technological field

Conference Session

Enhancing Engineering Math with Technology

Collection

2002 Annual Conference

Authors

Aaron Titus; Guoqing Tang

more closely match objectives.5. Impact on student learningWe have attempted to use WebAssign as a lever to engage students in the learning process and toredirect their learning effort in Calculus and General Physics courses in the last several years.We have observed that weekly homework assignments and quizzes-delivered, collected andgraded through WebAssign-have · increased students’ time and effort · generated appropriate learning activities such as interactive and cooperative learning · increased contact between students and faculty Page 7.660.12 · increased reciprocity and cooperation among students Proceedings of the

Conference Session

NSF Grantees Poster Session

Collection

2002 Annual Conference

Authors

John Schmalzel; Jennifer Kadlowec; Anthony Marchese; Shreekanth Mandayam; Stephanie Farrell

. We have developed a series of hands-on modules that introduce freshman engineering students to chemical, mechanical, and electricalengineering principles through application to the human body. Students are engaged in thescientific discovery process as they explore the engineering systems within the human bodyusing exciting hands-on “reverse engineering” methods. The modules explore respiration,metabolism, pulmonary mechanics, the cardiovascular system, work and power, electricalsignals, biomechanics, and mechanics of materials. Through the investigation of these systems,students learn basic concepts of mass and energy balances; fluid flow; work, energy, andefficiency; forces and levers; material strength and stresses; and electrical signal

Conference Session

CE Rap Session and Toys in the Classroom

Collection

2002 Annual Conference

Authors

Reid Vander Schaaf; James Ledlie Klosky

and physical understanding, which the demonstrations have a clear impact on. Afew examples of positive student comments related to the use of demonstrations are as follows: · “The instructor uses extremely effective learning tools in class, and they really helped me to better understand the material presented.” · “This has been my favorite class…(cut). Even though it was more work than any other class, it really stimulated my learning and excitement of being a Civil major.” · “Good visual aids” · Q: Strengths of course. A: “The instructor demos and visual aids”, “Practical applications”, “Interesting material, vital to Civil and Mechanical majors”, “Made difficult concepts easy

Conference Session

International Collaborative Efforts

Collection

2002 Annual Conference

Authors

Tina Barnes; Ian Pashby; Anne Gibbons

collaborations issparse, the nature of the problems reported with this type of activity indicates that studentsare likely to be subject to some adverse effects. The potential impact that such problemscould have on the education of students, particularly given that student research andrecruitment opportunities are among the much vaunted benefits of collaboration, suggestedthat further study in this area was warranted. The case study research reported belowconsiders university-industry collaborative projects primarily from the perspective of thepost-graduate students engaged in them. By approaching collaboration from this littlerecognised perspective, this exploratory research has lead to the development of somepreliminary guidelines designed to aid in

Conference Session

Tools of Teaching

Collection

2002 Annual Conference

Authors

Richard Jacques; Mark Shields; John O'Connell; Matthew Mehalik

thefreshman-level engineering design and communications courses, principally about 2/3 through thefirst semester at the University.2. Our Adaptation and Use of Manufacturing SimulationsIn the fall semester of 1996, three of the authors (RJ, MAS, JPO’C), became interested in usingclassroom simulations as one experience in the UVa Professional Development Program 4 forbeginning students in Engineering Design. We approached Aviat, a subsidiary of ORIONInternational in Ann Arbor, MI, about trying their manufacturing simulation, Paper Planes, Inc.,which was created by W.C. Musselwhite for business use. We were attracted to it because itcould involve as many as 30 participants simultaneously (about the size of our classes), requiredthe production of a

Conference Session

Tricks of the Trade Outside of Class

Collection

2002 Annual Conference

Authors

Willie Ofosu

introduced to the employees. These were going to be working colleagues for the next four weeks. Many of them engaged him in discussions at different times during the four weeks. The discussions centered on two points. One of these points was the types of programs run at the Wilkes-Barre campus, the courses taught and the possibility of some students joining their company after graduation. The other point concerned the types of mobile units NCP had built in the past and the plans for the future as well as the types of events they televised. These formed part of the discussions with the classes. As part of the program, the faculty member was invited to attend the PAB annual conference. He

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Narayanan Komerath

as a high priority.Reaction #3: Aerospace Engineers working in industry – generally, the enthusiasm level fromthis important segment of the community has been low, unless their particular corporate entity isinvolved, and the project has a short-term horizon.Reaction #4: Space Resources Utilization Community. This community provides strong supportfor each of the component businesses discussed here, but is engaged in a debate on whether it isappropriate to focus on the Moon or on asteroids as the initial sources of extra -terrestrialresources.Reaction #5: College students at the NMB competition came from universities all over the US,and in one case from France. These students were for the most part quite inspired by the idea of aSpace-based

Conference Session

Advancing Thermal Science Education

Collection

2002 Annual Conference

Authors

Christopher Jeruzal; Brenda Henderson; Ahmad Pourmovahed

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

Conference Session

Assessment Issues

Collection

2002 Annual Conference

Authors

Malgorzata Zywno

factor. In some studies, while performance improved when the new format wasintroduced, once the novelty of the instructional method wore off, the student achievementdropped to previous levels35, 36 . It is also sometimes asserted that the impact of the treatment incomparison studies may be reduced as the use of computer technology is becoming widespread,directly, as well as indirectly, in education37. However, there is no indication that this happened inthe study. Based on the university data, as well as on the results of exit surveys, since 1999 the Page 7.1205.9 Proceedings of the 2002 American Society for Engineering Education

Conference Session

Learning Styles

Collection

2002 Annual Conference

Authors

Michael Pavelich; Barbara Olds; Ronald Miller

©Introduction and Objective Most engineering programs expect that their students will develop intellectually inaddition to acquiring knowledge and skills in a specific engineering discipline. However, nearlyall measures of student achievement are focused on content knowledge, process ability (e.g.design), or communication skills; students are assumed to be developing intellectually, especiallyin their ability to think critically, but rarely are meaningful data collected and reported whichsupport such an assumption. However, the recent movement towards outcomes assessm ent nowrequires reliable measures of students’ abilities to make reasoned decisions as they solvecomplex problems. For example, in the U. S. the Accreditation Board for Engineering