Conference Session

ChE: Curriculum Reform & Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Jean Layne, Texas A&M University; Lale Yurttas, Texas A&M University; David Ford, Texas A&M University

Tagged Divisions

Chemical Engineering

Page 11.416.4 length scalesb) Apply ChE fundamental ideas to emerging application areasc) Construct solutions for more complex, more open-ended synthesis tasksd) Transfer fundamentals and knowledge to novel challenges.e) Prepare many different written forms of high quality communicationf) Deliver many different oral presentations of high quality communicationg) Demonstrate proficiency with different types of instrumentation, material characterization tools, and discipline-specific software toolsProcess Step No. 2: Developing Department Curriculum MapAnother step that was taken in parallel with developing departmental outcomes was to develop acurriculum map. A curriculum map is similar to a concept map22. In a concept map

Conference Session

Computing Curriculum

Collection

2006 Annual Conference & Exposition

Authors

Alan Price, DeVry University-Pomona

Tagged Divisions

Information Systems

using concept maps 7, 18, 21. Analytic individuals, in comparison, tend to processinformation into segmented conceptual groups 17, 21 with preference given to comprehending thedetails of each group before combining them into an overall picture 19.Marked differences between the cognitive styles are further seen with use of search engines tosupport information search strategies. Ford et al. 19, in a series of studies that looked at onlineliterature search patterns between wholist and analytics, noted that wholist displayed a tendencyto adopt a broad search strategy with use of “OR” Boolean logic and truncation (e.g., wildcard)operators. Analytics, in comparison, adopted a focused search strategy with use of “AND” logicoperators to link keywords

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Michael Trevisan, Washington State University; Denny Davis, Washington State University; Steven Beyerlein, University of Idaho; Phillip Thompson, Seattle University; Olakunle Harrison, Tuskegee University

Tagged Divisions

Design in Engineering Education

with evaluation Journal (program focus) curriculum and the assessment of student learning of design13. Campbell & Engineering Applied Illustrates the impact onColbeck (1997) Education Research student achievement of the Conference (student focus) reflective essay Proceedings14. Cupp, Engineering Conceptual Use of concept maps for aMoore, & Education variety of assessmentFortenberry Journal purposes(2004)18. Kline et al. Engineering Conceptual Offers

Conference Session

ECE Curriculum Innovations

Collection

2006 Annual Conference & Exposition

Authors

Charles Bunting, Oklahoma State University; Alan Cheville, Oklahoma State University; James West, Oklahoma State University

Tagged Divisions

Electrical and Computer

projects are to students we have used a Student Assessment ofLearning Gains (SALG) [21]. A scoring rubric [23] ensures scores collected from differentyears can be compared. In-class exams incorporate both quantitative and conceptual problems.We are in the process of developing concept maps [24] and conceptual diagnostic tests [25] foreach module. Web-based portfolios are the primary grading mechanism in both coursesResultsThe student assessment of learning gains contains interesting results. Forty students weresurveyed for the offering during the Fall of 2003. As a form of pretest, the class was taught inthe Spring of 2003 with the author serving as the lecturer in a regular class format. SubsequentFall semesters provided additional data (VECTOR

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Richard Moore, Bucknell University

experience with open ended design project Overall Survey Students will apply economic considerations to engr. systems Overall Survey Students will appreciate the interconnectedness of engr. Overall Survey disciplines Students will work on solving open-ended problems Overall Survey Students will experience working on a multi-functional team Overall Survey Students will be able to decide upon an engr. major Overall SurveyThis seminar is driven by the project. Therefore the lecture and laboratory segments are highlyintertwined. This is best explained by the concept map in Figure 1, which shows abbreviatedversions of the educational objectives and how they

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Glen Livesay, Rose-Hulman Institute of Technology; Renee Rogge, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

Page 11.1427.6confidence, or just that the passage of time since the conclusion of a major design project makesthe full impact of the experience be felt. To assess the learning of the design students who willparticipate in the next iteration of the vertical mentoring scheme beyond their design projects,longitudinal concept mapping[3] (at the conclusion of each of the four quarters in the designsequence) is being implemented. Alternative assessments of students’ confidence in their designabilities could also be collected[1]. These might enable further determination of the impact ofmentoring not only on the ability guide a team and gain a new perspective, but also on the abilityof this experience to help students potentially synthesize and

Conference Session

Sustainable Engineering

Collection

2006 Annual Conference & Exposition

Authors

Deanna Matthews, Carnegie Mellon University; Robert Heard, Carnegie Mellon University

Tagged Divisions

Environmental Engineering

. Students have collected knowledge from sources outside scholarly literature,especially Internet sites based on opinion. Concepts maps, where students are asked to list wordsor phrases related to an issue and indicate the links between them, are a critical component of thecourses.A third step in bringing this technical content to these audiences is eliminating jargon andsophisticated methods and derivations, and replacing them with common language andsimplified text descriptions and diagrams. The engineering and science content remains high,but the material is delivered in a style more accessible for the students. Rather than havingstudents manipulate an equation to generate data and graph the outcomes, students observe asequence of graphs and

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Matt Eliot, University of Washington; Roxane Neal, University of Washington; Jennifer Turns, University of Washington

Tagged Divisions

New Engineering Educators

, University of Washington Dr. Jennifer Turns is faculty in the College of Engineering at the University of Washington. Her research interests include engineering education, user-centered design, information design, audience analysis, and the role of technology in learning. Dr. Turns uses a variety of methods for this research including verbal protocol analysis, concept mapping, and ethnography. She earned her Ph.D. from the Georgia Institute of Technology. She can be reached at jturns@u.washington.edu. Page 11.533.1© American Society for Engineering Education, 2006

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

organize subject matter and content in meaningful ways that are personally and academically appropriate. Accommodate different styles of learning. Students should be able to generate concept maps and mental models. 7. Students should receive specific feedback. Encourage them to incorporate constructive feedback in their portfolios and journals. Page 11.811.7 6 8. Students are provided in detail, and in advance, the rubrics that are used in assessment and evaluation. Model exams and study guides help to a large extent. 9. Student must be

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Michelle Daniel, University of Cincinnati; James Allen, University of Cincinnati; Anant Kukreti, University of Cincinnati

choice (3-5 students)Activity Type: groups-teamwork, competition Page 11.663.10Standards Addressed: Science Earth and Space Science Scientific Ways of Knowing Technology Technology and Society Interaction Design The Bengal’s Oily Mess lesson was presented to three 11th grade Environmental Scienceclasses in October 2005. The activity was introduced through the use of the “Water PollutionMap,” a concept map that focused on water pollution and its relationship to the Ohio River.Following the conclusion of this teacher-led class discussion, The Bengal’s Oily Mess scenariowas

Conference Session

Assessment & TC2K Methods

Collection

2006 Annual Conference & Exposition

Authors

Omer Farook, Purdue University-Calumet; Chandra Sekhar, Purdue University-Calumet; Jai Agrawal, Purdue University-Calumet; Essaid Bouktache, Purdue University-Calumet; Ashfaq Ahmed, Purdue University-Calumet; Mohammad Zahraee, Purdue University-Calumet

Tagged Divisions

Engineering Technology

to be taken by all the graduating students of ECET at theassociate level. This examination will comprise of: “the concept mapping“of all the corecourses of ECET curriculum (Circuit theory, Digital Electronics, Analog Electronics andComputer Programming).Constituency: StudentsMethodology of Data Gathering: A computational examination.Data collection frequency: Each Semester.Data collection responsibility: Department Assessment CommitteeStatistical Analysis: Descriptive and/or InferentialFrequency of Analysis and Interpretation: Every two years.Responsibility for Analysis, Interpretation and Implementation resulting inContinuous Improvement: Department FacultyFaculty Responsible: Professor XAssessment Goal: Each semester 55% of the ECET

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Susan Voss, Smith College; Borjana Mikic, Smith College

Tagged Divisions

Technological Literacy Constituent Committee

. Snow’s lecture on “The TwoCultures” [1] and discuss how this phenomenon manifests itself today on the Smith Campus aswell as in society at large. Following this reading, the class documented and analyzed sketchesproduced by students majoring (or intending to major) in the humanities, social sciences, or thearts in which they portrayed their relationship to technology and then compared these to sketchesproduced by students majoring/intending to major in science, math, or engineering (“Perceptionsof Technology Mini-Project”). Prior to producing the sketch, each participant was required toproduce a concept map on technology. Accompanying the sketch, each participant provided aone-paragraph description of what her sketch was meant to convey about

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

1.0%Concept maps 3 1.0%Tutorial 2 0.7%Contests 2 0.7%Interactive voting system 1 0.3%Demonstration 1 0.3%Independent research 0 0.0%Concept inventories 0 0.0% Total/percent of all interventions (910) 521

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

the course schedule in the Appendix for a list of course topics and Page 11.335.5assigned readings.)Active learning techniques including think-pair-share, jigsaw, and concept maps were employedto promote collaborative learning, knowledge building communities, and feedback on studentideas/work. For example, after discussing cooperative learning as a “best” practice, studentsparticipated in a jigsaw where teams each discussed the extent to which one of five learningactivities (that had previously been employed in the course) exemplified the principles of formalcooperative learning. Each team discussed a different learning activity

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Soled, University of Cincinnati; Patricia McNerney, University of Cincinnati; Laura Koehl, University of Cincinnati; Kelly Obarski, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering