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2000 Annual Conference

Authors

Mark L. Smith; Kenneth E. Rowe; Carlos R. Morales; Rick L. Homkes

Session 3575 New Engineering Faculty For The New Millennium A/Prof. Rick Homkes, A/Prof. Carlos R. Morales, Mr. Kenneth E. Rowe, A/Prof. Mark L. Smith Purdue UniversityAbstractThree new faculty members team up to relate their experiences moving from industry toacademia. Major topics include teaching, laboratory development, service, publishing, and thebalancing of time among these areas. The teaching area includes incorporating industrialexperiences into classroom preparation and making the transition from industrial presentationsto academic teaching

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2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

workshop was to address this issue of balance – not only amongst these three aspects of career, but also between career and personal matters [4].3. New faculty at our institution begin their careers with greater knowledge about and experience with teaching and learning than new faculty that we encountered as few as three and four years ago. We do not intend to indicate any sort of general trend with this statement, but only mean to describe the new faculty in our college. More and more of these faculty – including the assistant professors -- come to us with one or two years teaching experience, even at the university level. This of course doesn’t preclude the need to address teaching and learning during the workshop, however knowing

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2000 Annual Conference

Authors

Kandace K. Martin; Carol Fulton; Barbara L. Licklider

hard at understanding the learning process. Without this criticalexamination of their own practice and their understanding of that practice, student learning will not occur.Moreover, we are also concerned that "tips and techniques" workshops that introduce faculty to newmethods without a critical understanding of what makes them work (and that fail to provide faculty withthe support system required in order for this critical understanding to happen in the first place) while wellintended, potentially serve to bring new methods - which many consider "soft" in the first place - furtherinto disrepute.Lastly, we are not about "converting" faculty. (No one can make a teacher change his or her practice.)Rather we believe that professors have a wealth

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2000 Annual Conference

Authors

Yvon Kermarrec; Ian R. Simpson

thecourse in September 2000.3) Using the web for international activitiesa) Teaching and ResearchThe web has opened up vast, new horizons for pedagogy. Until recently, designing a newcourse required an enormous effort from the faculty member. Nowadays, we can investigatehow other colleagues (anywhere in the world) have approached the problem when theydesigned a similar curriculum. Books play a major role to gain access, as, in many cases, theyconvey a pedagogical approach as well as a well-defined program and schedule.The web and the wide availability of resources open up new approaches, as large amounts ofinformation and course materials can be found. For example, the World Lecture Hall(http://microlib.cc.utexas.edu/world/lecture) provides an

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2000 Annual Conference

Authors

S P Maj; D Veal

managementcomponent to the new degree. It recognized that graduates would gravitate to managerialstatus rather than remain in junior technical positions. According to Collins, Gardiner,Heaton, Macrosson and Tait: “Technology of itself does not produce commercial results - this comes from its application. Successful applications derive from the marriage of the technology with a range of other activities, particularly those concerned with human behaviour, organisational and management issues, marketing, economic and financial considerations, legislation, regulations and other government issues” 7.A management component of not less than 10% is consistent with the

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2000 Annual Conference

Authors

Ted D. Loso; Raj Desai; Michael E. Courbat

recognize the efforts, time and scholarship involved. Place the application of information technology in course curriculum or the development of a web based course at least on a par with the publication of a juried article(s) or the award of a grant. Academic provosts must communicate with the appropriate academic committees concerned with merit, promotion and tenure that these activities are worthy of recognition and reward and must monitor their decisions to ensure that they haven’t forgotten it. 7. Set up a process to monitor and refine the activities of your faculty to make sure that any new changes in information technology or methodology are adopted as quickly as practicable. The ongoing

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2000 Annual Conference

Authors

Thomas Stanford; R.J. Bennett; R. Jacoby; M.I. Mendelson; D.A. Keating

and who will educate later generations of teachers andresearchers. Second, graduate education contributes directly to the broader national goals of technological,economic, and cultural development. We increasingly depend on people with advanced scientific and technologicalknowledge in our collective efforts in developing new technologies and industries … and maintaining thecompetitiveness of industry. Our graduate schools of science and engineering are therefore important not only assources of future leaders in science and engineering, but also as an indispensable underpinning of national strengthshqà rvà à hvvtà urà prhvvà hqà vryyrphyà vtà rrqrqà à hqqrà hà tvtà htrà sà pvhyà hqÃeconomic concerns.” 2

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2000 Annual Conference

Authors

Sharon A. Jones; Indira Nair

Session 3225 A New Approach to Teaching Environmental Literacy: A Text for Teachers Indira Nair, Sharon A. Jones Carnegie Mellon University/Rose-Hulman Institute of TechnologyAbstractEnvironmental issues affect, and are affected by all of our activities to varying degrees. Citizensshould have a working understanding of the fundamental principles involved forenvironmentally responsible decision making in our technological society. The interconnectednature of environmental problems, the interactions between social and individual decisionmaking, their effect on the development of

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2000 Annual Conference

Authors

Yi-Xian Qin; Partap Khalsa; Michael Hadjiargyrou; Mark W. Otter; Kenneth J. McLeod; Danny Bluestein

, hands-on experiences (eg mini-labs). Page 5.170.23) Day 4: Have students work together in teams to apply the new knowledge in some aspect of design.Bioelectricity: An Example of a Bioengineering Course Designed around ContextualLearning ModulesIn a course on Bioelectricity, the engineering concept of modular design is explicitly introducedfrom an electrical engineering perspective. We cover the topics of sensing, passive devices,information processing, active devices, real time control, discrete logic, output transducers andpower/energy concerns. At the same time, engineering thought processes includingbrainstorming for multiple solutions

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2000 Annual Conference

Authors

Jason Puzniak; Flora McMartin; Alice Agogino

(Frontiers in Engineering Education) annualconferences that are devoted to promoting learning about innovations in teaching, and theyattend meetings regarding both. Faculty report that they highly value opportunities to connectwith colleagues within their field and related fields as necessary to learn about and discussshared concerns, generate new ideas, and create new ways of doing things5. In short, they aredescribing communication within a set of communities from which they learn about theirresearch, teaching, and learning. The communities described by faculty however, need notdepend only on meetings or conferences which are defined by time and location, and can befleeting and/or sporadic. Computer-mediated learning communities offer faculty the

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2000 Annual Conference

Authors

Kenneth M. Bryden; Donald R. Flugrad

Session 1625 Implementing a Program of Continuous Assessment and Improvement for a New Sophomore Design Course Kenneth M. Bryden, Donald R. Flugrad Iowa State UniversityAbstractWhen implementing a new course, it is essential to include a program of continuous assessmentand improvement. This paper discusses how a program of continuous assessment andimprovement was included in the development and initial implementation of a new sophomoredesign course in the Mechanical Engineering Department at Iowa State University. In the Fall of1998 the faculty decided to add a new

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2000 Annual Conference

Authors

Stephanie Blaisdell; Mona Moore; Marcela Castro; Mary Anderson-Rowland

wouldbe bringing to the table.During the pilot year, faculty continued to modify their labs to better meet the goals of beinggender-equitable and curriculum-relevant. Prior to the second year of summer workshopsfaculty participated in additional curriculum coaching by Dr. James Middleton, another facultymember from the science education department of the College of Education. Dr. Middletonespecially focused on how the engineering activities being introduced during the labs shouldmeet new national and state science standards, therefore providing teachers with a means ofmeeting a job requirement instead of adding a new one.Program EvaluationThe WI project collects summative data for numerous outcomes relevant to the project goals(e.g. increase in

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2000 Annual Conference

Authors

T. Michael Keinath; Sara B. Soderstrom; Christian D. Lorenz; Trevor Harding

departmental representatives worked as a group to develop a strategy for GSIdevelopment.During the discussion, it became apparent that each department was trying to address manysimilar issues. Some of the most common concerns were as follows:• Faculty often neglected to outline expectations and responsibilities of the GSIs; thus, GSIs felt overworked and stressed.• Teaching development programs, if they existed at all, did not necessarily include training for common tasks such as grading homework, projects, and/or exams, holding office hours, and preparing a lecture.In addition, participants realized that the concerns of GSIs varied with experience. For example,new GSIs are mostly concerned with departmental policies, returning GSIs are more

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2000 Annual Conference

Authors

Andrew T. Rose

accepting the position.One effective way to evaluate any major decision such as this is for all involved to identify thepros and cons from their point of view. Discussing the concerns that each person may haveabout different issues helps improve understanding. We wrote down the pros and cons about thefaculty position and moving to a new location. Based on this, we decided to accept the position.Making the decision undoubtedly provides some relief. Excitement about the future may seemendless, yet anxieties may remain for everyone. Talking about these anxieties even after thecommitment has been made to accept the position helps with the adjustment. We were relievedonce our decision was made. And although we were both excited about moving and starting

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2000 Annual Conference

Authors

Ray M. Haynes; Earl C Keller; Donald (Don) E. White; A Reza Pouraghabagher

. • Turf / Boundary Issues. Some knowledge and skill areas are taught by both the College of Engineering and the College of Business, or by more that one discipline in a college. Thus, conflicts over who is most qualified and should cover what subjects will arise. Be prepared to face conflicts. • Tenure Metrics. Often the measures used to drive an untenured faculty towards attaining tenure (i.e., publications) are not consistent with the requirement for increased collaboration with industry and with faculty outside the untenured faculty’s discipline. • Critical Colleagues. Faculty moving in a new direction diverging from that of the past can expect to encounter much criticism from traditional colleagues

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2000 Annual Conference

Authors

Natalie A. Mello

curriculum with a project-based program emphasizingteamwork, communication, and the integration of technical and societal concerns. Among thedegree requirements of this program are three substantive projects: one in the humanities andarts, one in the student's major area of study, and one that explores the interrelationship betweensociety and technology. This last project, the Interactive Qualifying Project or IQP, is aninterdisciplinary project, equivalent in credit to three courses, in which small teams of studentswork with faculty advisors to address problems at the society/technology interface; often theseproblems are proposed by public and private agencies and organizations.Another aspect of the curriculum that was impacted by the plan was the

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2000 Annual Conference

Authors

Robert H. Mayer

for the protection, remediation, recovery and utilizationof the world’s water resources.This very challenge, early on, sparked development of an environmental engineering optionwithin the ocean engineer major at the U.S. Naval Academy. In response to student interests, aninitial course: “Environmental Issues in Ocean Engineering” was team taught by two oceanengineering faculty in the spring of 1994. Student contributions were significant; each pair ofstudents was required to research two marine-related environmental topics (from a faculty-generated list), prepare written reports, and provide formal briefings to the class. Theparticipating faculty served as course facilitators and led discussions of generic issues such asdecision analysis

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2000 Annual Conference

Authors

Robert P. Hesketh; C. Stewart Slater

interactive presentation wassupported by the ASEE award winning text Stategies for Creative Problem Solving [Fog95](which was also supplied to the participants). The steps in the problem solving heuristic andseveral case studies applied to chemical processing were discussed. 1999 NSF Faculty Workshop Participants Discuss Curriculum Issues During Lunch in Rowan Hall. An “Update on the Chemical Process Industry” was presented by Ms. T. Zita, of theChemical Industry Council of New Jersey (CIC-NJ). She presented data from her trade groupthat represents chemical processing/manufacturing firms in the state. She talked about economicand sector trends and related information about “driving forces” in the

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2000 Annual Conference

Authors

Diana G. Somerton; Craig W. Somerton

concern with the lack of design in the lower division. It has beenproposed by the department Chairperson that ME 371 be converted over to a sophomore levelcourse. A task force has been appointed by the department Chairperson to address this issue.ME 2000 Process Review and Feedback ProcessFor the 1997-98 year, a number of issues were identified that need to be addressed. A current statusof these issues is provided below.Incorporating ME 2000 and the coordinator position into the department bylaws: If the departmentis serious in its implementation of ME 2000 and its continuing development, then the process andits coordinator should be formally established in the department’s bylaws. Proposals on this issuesare under consideration by the faculty

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2000 Annual Conference

Authors

R. Mark Worden; Daina Briedis

the investment of faculty time in this type of course, particularly ifa large number of students take the course. Ercolano2 has also cited this concern in hisdescription of several interdisciplinary courses taught across the U.S. This is an issue that willbe evaluated in future offerings of the MBL course.VI. ConclusionsIt is clear that several issues exist in offering courses in “multidisciplinarianism” such as thosedescribed both in this paper and by Ercolano. However, the need for individuals with training inmultidisciplinary team skills is great both in academia and industry. The MBL course has shownpreliminary successes in developing these skills. We anticipate that additional offerings of theMBL lab course with the associated

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2000 Annual Conference

Authors

Warren R Hill

background necessary to develop an appropriate process.IntroductionWeber State University has recently mandated post-tenure review for all tenured faculty. We inthe College of Applied Science and Technology have been struggling with the issue of how to dothese reviews such that they will serve the best interests of both the faculty and the institution.The purpose of this paper is to examine some of the whys and wherefores of post-tenure reviewespecially as it might relate to engineering technology faculty. This in turn might provide ways forprograms to improve their review processes or provide and approach for starting a post-tenurereview process. If an institution is going to do post-tenure review, one of the major concerns isalways how to make

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2000 Annual Conference

Authors

Robin H. Lovgren; Michael J. Racer; Anna P. Phillips

Page 5.311.6 addresses activities directed towards the students. Sections 4.3 and 4.4 consider the motivationalpreparation and critical thinking issues, respectively. Section 4.5 presents an overview of ourphilosophy for assignments and grading. In the final section, we summarize and consider theimpact that these changes have had, both on faculty and students.4.1 Faculty PreparationBoth formal and informal sessions have been developed to guide INSE faculty members. Allnew faculty members are given an orientation manual; during the first semester on-campus, aseries of sessions are held with new faculty, addressing the following topics: o The Industrial and Systems Engineering Program - Vision/Mission/Goals o Personal Assessment

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2000 Annual Conference

Authors

Albert Lozano-Nieto

applicable to any academic program in Engineering and EngineeringTechnology, and therefore the readers may benefit from these experiences.THE INTERNSHIP1.- Before the Internship period: Planning and logisticsThere are two main issues that need to be addressed in advance by the faculty members or theresponsible persons involved in developing this internship. These are the planning of theinternship and addressing the possible student concerns. The first step in planning the internshipshould be the selection of companies and locations where our students are going to be placedduring their internship. I believe that the students should be who chose the place where theywant to do their internship based on personal and professional interests, although

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2000 Annual Conference

Authors

Scott White; Kirsten Lowrey; George M. Bodner; Dawn Del Carlo; Ala Samarapungavan; William C. Oakes

major.Theoretical UnderpinningsPhenomenology is a naturalistic research paradigm that guides research concerned with understandingthe meaning of human experience (Marton, 1996; van Manen, 1990). It is a philosophical researchtradition that has been influenced by the work of Husserl, Schutz and Merleau-Ponty (Polkinghorne,1983; van Manen, 1990). This grounding in philosophy means that issues concerning the truth ofresearch results are central to phenomenology. An alternative research framework known asphenomenography has been proposed that, at first glance, might appear a special case ofphenomenology. Phenomenography arises from an empirical research tradition, however, and isconcerned with the utility of research results rather than considerations

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2000 Annual Conference

Authors

Christine L. Corum

recruitment 2. Assessment - how students learn 3. Modernizing equipment, facilities, and instructional technology 4. Distance learning and Purdue Statewide Technology (PST) development 5. Faculty professional development 6. Assessing teaching performance 7. At-risk students/remediationAnother strategic planning retreat followed in Spring 1999 which included a status report of thedepartment’s previous strategic plan (Fall 1995). New concerns were identified along withrecommended actions in the following key areas: 1. Undergraduate programs 2. MET enrollment and MET’s professional appearance 3. Laboratories and equipment 4. Faculty opportunities for continued professional

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2000 Annual Conference

Authors

Thomas M. Jacobius; Gerard Voland

and perspectives needed for successful teamwork (e.g., competency in such areas as communication, leadership, creative thought, problem-solving methodologies, project management, technology transfer, information searching and synthesis, balancing quality and economics, ethics, safety issues, environmental concerns, global diversity, client and customer relations, entrepreneurship, and the legal protection of intellectual property) ½ Offer real and tangible benefits to the sponsor in the form of significant milestones achieved within the given timeframe of the project ½ Require multiple disciplinary perspectives, integrated through teamwork ½ Be sufficiently

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2000 Annual Conference

Authors

Zhao Liang; Ye Tao; Xiang Bo Wang; Ke Qin Li

. Analyses and ResultsAssessing Curricular Emphases:The essence of engineering lies in finding solutions to problems, improving existing technology,and creating new technological frontiers. Does Chinese engineering curriculum adequatelyaddress these issues? This concern was answered by the first question in the survey: “Hownecessary is it for your engineering curriculum to develop students’ abilities in (1) real-worldproblem solving; (2) technological innovation, (3) scientific and technological invention, (4) newproduct development, (5) educating on the latest technological information in the field, (6)overall engineering competence, (7) carrying out engineering projects, (8) students’ hands-onactivities?” The faculty members were asked to choose

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2000 Annual Conference

Authors

Diane Saphire; J. Paul Giolma

Session 1330 Understanding Our Students J. Paul Giolma and Diane Saphire Trinity UniversityIntroduction If we understand students’ critical need to find a niche socially and to experience early academic success and if we are aware of the difficulty the college environment can pose for freshmen, especially women, minority, and adult students, we are better able to become sensitive to student needs and concerned for the conditions necessary for their academic success. Faculty who understand what freshmen are going through are, in

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2000 Annual Conference

Authors

Mark Manion; Moshe Kam

Session 2561 Engineering Ethics at Drexel University Mark Manion, Moshe Kam Drexel UniversityI. IntroductionCriterion 3 of the new ABET Engineering Criteria 20001 has the potential to change the way thatengineering ethics and science technology and society studies are taught in the engineeringundergraduate major. One concern voiced by critics has been the shift in the humanities andsocial studies component from the previous “course requirements model” to a progressive modelfocused on assessments and outcomes. While some have regarded this change as a threat to

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2000 Annual Conference

Authors

Martha C. Wilson

in last place. The results ofthis study, completed in 1918, are echoed in other studies that followed over the next 50 years,including the Wickenden Studies (1930), the Jackson report (1939), the Grinter report (1955),and the Olmstead report (1968), all indicating concern for the lack of integration of liberal artsinto engineering education.4In spite of the importance of a liberal engineering education, the issue is still debated today, as ithas been for the past 100 years. This may be due, in part, to the continual "crises" that portraythe state of higher education. According to Lucas, "If there is an authentic crisis at present . . . itis that the wrangling and contention, the endless disputations and hand-wringing, over the stateof