Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

W. Carlson

: Page 9.135.5 6 •How do groups use technological artifacts to illustrate and reify their worldview? •How do artifacts reflect a group's views about the place of humans in the universe? How do artifacts reflect notions of time and space? •What do artifacts reveal about how a group addressed and tried to resolve central puzzles or traumas? Let me offer two brief examples of the relationship between technology andcultural meaning. First, in writing about the Egyptians, I made the point that thepyramids served no economic purpose--in fact, their construction took significantnumbers of workers away from agriculture. Instead

Conference Session

Teaching about New Materials

Collection

2004 Annual Conference

Authors

Tadeusz Majewski; sudhakar vadiraja

concept taught in each lecture on specialtytopics like biomaterials. It also promotes cooperative learning among the students as well asallows them to relate to and reflect instantly on what they have just learned. Page 9.1158.4 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering"2.4 Learning outside the classroom (especially for learning failure analysis approaches)Many scholars program modules offer students opportunities to learn outside the classroom,apply theoretical concepts learnt in class, and have these

Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

Dennis Truax

of peer knowledge, to action-based learning, andfinally to the use of work-integrated learning in which students are asked to reflect on theory interms of their experience.5Integral to this process is an effort to provide a learning experience that meets the educationalneeds of the student from a technical perspective. In fact, this author contends that the laboratorydesign can address several of the accreditation process mandates. Specifically, accreditedprograms must demonstrate that their graduates have: • an ability to apply knowledge of mathematics, science, and engineering (ABET Criterion 3a), • an ability to design and conduct experiments, as well as analyze and interpret data (ABET Criterion 3b

Conference Session

Assessment & Quality Accredition in Engineering Education

Collection

2004 Annual Conference

Authors

John Rowe; Tim Mulroy

thealternate full-time program of study. The amount of academic credit offered for the successfulcompletion of the placement varies between institutions1 but the title of the degree the studentachieves reflects the successful completion of the sandwich element. Page 9.92.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationDegree programs that include an internship element have a long history, and are claimed tohave numerous advantages over full time programs. As a result, universities have encouragedstudents to

Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Kenneth Cox; Janice Bordeaux; David Caprette; Beth Beason; Ann Saterbak

reflected that without coordination, it is nearly impossible to “raise thebar” as students progress through the science and engineering curricula. Without relevantcontext, students cannot appreciate the value of the generic skills that they are being taught andare unaware if or how they will use them in the future. We also acknowledged that grading ofour laboratory courses could lead students to focus on content-specific goals (e.g. steriletechnique for maintaining mammalian cells, operating a mass spectrometer) rather than genericcapabilities (e.g. attention to detail, trouble-shooting complex equipment). The incorporation ofmany laboratory courses into a "parent" lecture course (especially freshman courses), to whichthe laboratory grade makes a

Conference Session

Unique Courses & Services for Freshmen

Collection

2004 Annual Conference

Authors

Michael Thompson; William Oakes

Seminars. Bringing the community partners to campus for theirfirst meeting with the students was a significant benefit to the program. It allowed all of thestudents to hear first hand about the community partner and their expectations. Some of thecommunity partners used this class time for orientations, such as Head Start. Reflection on the projects and experiences was done through written reflections as part oftheir final reports in ENGR 106 and through the English and Communications classes. In theEnglish classes, this took the form of essays and class discussions. In the Communicationsclasses, this took the form of classroom discussions and a poster session where studentspresented their work and discussed with visitors the implications

Conference Session

Attracting Young MINDs

Collection

2004 Annual Conference

Authors

Dara O'Neil; Gordon Kingsley; Donna Llewellyn; Marion Usselman

Copyright © 2004, American Society for Engineering Educationother. Thus, each partnership will have to be classified as high (negative) or high (positive) interms of embeddedness. In Table 1, low levels of embeddedness may signify that the twoorganizations have little history of working together. Similarly, all organizations have strategicneeds. The issue in this model is whether those needs are 1) strategically related to the objectivesof the partnership, and 2) congruent or complementary.Just because partnerships fall outside of quadrant IV does not predict that they will be a failure interm of process and performance outcomes. But it does indicate that the nature of partnershipneeds to be adapted to reflect these conditions. For example

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

John Hochstein

team. [This is evaluated by performance as part of a group while solving the semester long design project.] First Four Competency Areas sa a ad d sd a. These competencies were made clear to me at the beginning of the semester.b. I was tested on these competencies with straightforward exams. c. I had ample opportunity through multiple exams to demonstrate that I had successfully mastered each competency.d. My grades on the competency exams accurately reflect the knowledge I gained in each area. e. These competencies matched with what was taught in the course

Conference Session

Innovative Teaching in Environmental Engineering

Collection

2004 Annual Conference

Authors

Nicholas Harth; Matthew Barber; Andrew Spurgeon

9.840.1laboratory exercises, individual and group projects, and field experiences to enable 1451middle and high school students to directly experience authentic learning practices thatrequire them to use higher-order thinking skills; encourage creative problem-solvingskills that require collaborative learning, teamwork, writing, and presentation; cultivatean interest in service learning in which students are active participants, achieve outcomesthat show a perceptible impact, and engage in evaluative reflection; and better motivateand prepare secondary school students for advanced education. The Fellows have beentrained to create and implement these activities by taking

Conference Session

Technological Literacy I

Collection

2004 Annual Conference

Authors

Paul Predecki; Albert Rosa; George Edwards

very complexissue. Then once they made their decision they had to “sell” their solution to others who might Page 9.1214.5have arrived at a very different solution. The issue is changed yearly to reflect a current nationaltechnological concern and to help avoid the “borrowing” of data from previous offerings. Thecourse description and outlines of each module are appended. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationIV. Course MechanicsThe course extends over three-quarters for four credit hours per

Conference Session

The Climate for Women in Engineering

Collection

2004 Annual Conference

Authors

Joni Spurlin; Susan Grant; Jo-Ann Cohen; Elizabeth Parry; Laura Bottomley; Sarah Rajala

Conference Session

Lighting the Fire: REU

Collection

2004 Annual Conference

Authors

Mark Evans; Ronald Welch

inclusion of course-specific questions allows us to survey our students about their achievement of specific courseobjectives.On their course-end feedback, the students have been extremely supportive of completing open-ended projects, especially for real clients. Relevant data are provided in Figures 12-14. Figure 12shows CE489 (independent study projects course listing) student responses to USMA-standardquestions that relate specifically to the quality of instruction and student learning. We alsobelieve that these particular responses reflect student satisfaction with the course. Baselinevalues are averages for CE489 and USMA-wide responses. The USMA baseline responses havebeen extremely stable over time. Two years ago we had two projects with

Conference Session

Are Classical Solutions Outdated?

Collection

2004 Annual Conference

Authors

Jammie Hoskin; Brad Wambeke; Ronald Welch

Following the same format for the next 4 equations, these 20 apparent unknowns wouldbe developed: Internal Moments: MAB, MBA, MBC, MCB, MCD and MDC Degrees of Freedom: θ A, θ B, θ C, and θ D, v A , vB , v C , and v D Page 9.309.6 Fixed End Effects: FEMAB, FEMBA, FEMBC, FEMCB, FEMCD and FEMDC “Proceedings of the 2004 American Society for Engineering Education Annual Conference& Exposition Copyright © 2004, American Society for Engineering Education”However, some of these symbolically represented unknowns are really known and tosolve the problem we must accurately reflect which values

Conference Session

ChE Outreach and Recruitment

Collection

2004 Annual Conference

Authors

Ellen Ford; Keith Levien; Ellen Momsen; Willie (Skip) Rochefort

fundamental concept that must be realized in attempting outreach is that there are bothsimilarities to be exploited and differences to be recognized in the delivery of science contentacross K-12. The admittedly simple ideas that we have utilized are reflected in the goals that wehave in the development of new programs. For simplicity and correlation to formal education,grade levels are used as designators for the various age groups, but it important to remember thatthese are “informal education” activities conducted outside the traditional classroomenvironment.Elementary level (grades K-5): Goal is exposure to science content and vocabulary.- example program – Spirited Kids in Engineering and Science (SKIES)Middle School level (grades 6-8): Goals are

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Marcus Pandy; Anthony Petrosino; Ronald Barr

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Linda Katehi; Leah Jamieson; Katherine Banks; Kamyar Haghighi; John Gaunt; Heidi Diefes-Dux; Robert Montgomery; William Oakes; P.K. Imbrie; Deborah Follman; Phillip Wankat

internationalizing engineering education by pursuing global partnerships and opportunities and broadening our student and faculty base• Provide an environment that attracts, mentors, and retains outstanding, diverse faculty, staff, and students to pursue engineering education endeavors• Provide the highest quality facilities for learning and discovery activities in engineering education that reflect leadership and forward thinking• Provide guidance to industry for effective lifelong learning and employee developmentV. Vision for A School of Engineering EducationTo meet the goals as stated above, the Schools of Engineering at Purdue seek to create a Schoolof Engineering Education (SEED). The mission of the proposed SEED will advance

Conference Session

Web Education I: Delivery and Evaluation

Collection

2004 Annual Conference

Authors

Mike Bowman; Cliff Goodwin

reluctance by educational systems to accurately charge the true costsof each course in the fee structure. To completely reflect the differences in low cost andhigh cost classes in the fees charged is avoided. This thinking and philosophy oftencarries over into the fee structure for online classes. Comparing this approach to businessand manufacturing firms would be to charge the same price for a Buick as for a Chevroletor the same price for the hamburger as for the chicken salad sandwich. Non-variablefees, identical automobile prices, and sandwich prices do make the bookkeeping and feestructure simpler to implement. Variable fees for courses might prove necessary whenbased on a complete cost analysis of the class whether delivered online or in

Conference Session

Trends in Construction Engineering I

Collection

2004 Annual Conference

Authors

Sunil Sinha; Randolph Thomas; John Kulka

who have found excellent opportunities in the engineering and management of theconstruction process. Many new regulations and specifications (for example, those of OSHA andACI) require a construction engineer to design certain systems for execution of the constructionprocess. In addition, the design-build process often needs a construction professional within theconstruction organization to coordinate the work of other professional engineers and architectsengaged for project.Society, through the media and the courts, is demanding high standards of constructionprofessional competence and performance. Construction engineers must be aware of their socialresponsibilities and prepare themselves to reflect critically on the moral dilemmas they

Conference Session

Innovations in Teaching Mechanics

Collection

2004 Annual Conference

Authors

Jennifer Stroud Rossmann; Clive Dym

: (a) An elevation of the Hyatt Regency 2nd and 4th floor walkways as originally designed. (b) An endview and free-body diagrams of the support beams. Bottom: Extending the model of the walkways and their supportsto reflect the redesign. An end view of the 2nd and 4th floor walkways designed so that the 2nd floor walkway hangsfrom the 4th floor supporting beams, and free-body diagrams of a typical pair of supports. Note that the forcessupported by the hanger rods are unchanged from the original design.Several case studies are introduced to demonstrate real-world examples of the types of loading,geometry and behavior discussed in each chapter. The case studies are intended to show how thematerial learned in that chapter can be applied to

Conference Session

Curriculum Development in Electrical ET

Collection

2004 Annual Conference

Authors

Robert Riggins; Bruce Mutter

heading data, even when moving slow or stationary. • Encoders – The encoders detected movement of the motor shaft with good precision. These encoders were also capable of measuring ambient temperature. The data from the encoders contained position, velocity, azimuth, and motor temperature. • Diffuse Sensors – Diffuse sensors detected a user defined color. By emitting light that reflected from a surface back to the sensor, the frequency can be analyzed and compared to a programmed frequency. The sensors could be programmed to detect a particular frequency (color) on the ground. • Photoelectric Sensors – Photo

Conference Session

Attracting Young MINDs

Collection

2004 Annual Conference

Authors

Shaundra Bryant; David Cavallo; Arnan Sipitakiat; Anindita Basu

could be different; how lighting can be mixed, can beexpressive, can combine with the other elements, and so on. We wanted the children to have fine-grained designcontrol over these elements so that they could explore the concepts in a non-trivial, personally meaningful ways. Theimmersive environment serves to create a rich experiential space for this exploration. We also chose to design ourtools not just for direct manipulation, but in an environment for expression that can later be built piece by piece,taken apart, modified, reflected upon, modulated, and experimented with. However, with such ambitious designgoals and not a lot of experience and domain expertise, we chose to run a workshop and use that as an “object tothink with,” to help us

Conference Session

Project Management and Team Issues

Collection

2004 Annual Conference

Authors

Bianey Ruiz Ulloa; Stephanie Adams

realteam situations and have time for reflecting on their learning process. Page 9.23.1 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2004, American Society for Engineering Education” Studies on team training have been focused on internal team process and while few havemade reference to the importance of team members consciously understanding what a real teammeans, and how team members can manage the process of teaming. This author believes thatwhen team members consciously understand the real meaning of being a team player and how tomanage the

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

John Hochstein

perspectives:Analytical Outcomes, Application Outcomes, Interpersonal Outcomes, and ManagerialOutcomes. Analytical outcomes are most closely aligned with idea of subject matter knowledge.Application Outcomes reflect the graduate’s ability to apply knowledge to accomplish goals.Interpersonal Outcomes include several of the a-k abilities that reflect the team-oriented natureof modern engineering practice. Managerial Outcomes were specifically recommended byseveral members of the Advisory Board as being crucial to successful practice of the engineeringprofession. These generally describe abilities related to leadership and planning in anengineering setting. As the existing POs were sorted into these four perspectives, it became clearthat none of them were really

Conference Session

Technology, Communications & Ethics

Collection

2004 Annual Conference

Authors

Stephen Silliman; Leo Hubbard McWilliams

numberof students who completed the first semester but did not continue into the second semester,indicated that they felt that the vast majority of other students within the course had superiorprogramming skills and these students had a significant advantage in terms of completing theprojects. The third issue was student assessment that the lectures were of limited value with respect tothe content of the course. This assessment was dramatically reflected in the low attendancenumbers observed during lectures in the latter portion of the course (often falling below 50%). The details of our reaction to these issues are detailed in a companion paper at thisconference (McWilliams et al.12) and a thorough discussion of the gender issues impacting

Conference Session

Teaching Experiences in OME

Collection

2004 Annual Conference

Authors

Michael Bruno; Alistair Greig; Robert Mayer; Jennifer Waters

Cockney College”, because of its aim to extend access to universityeducation from the very rich to the growing new middle class.The first academic sessions of the University started in October 1828. Chairs were established inseveral subjects which had not previously been taught in English universities, for instancemodern foreign languages and English language and literature. The systematic university studyof law began at UCL. Instruction at UCL was primarily by means of lectures and writtenexaminations - reflection of practice in Scotland and Germany rather than Oxbridge. Theteaching of engineering was pioneered at UCL, the first Professor of Mechanical Engineeringwas appointed in 1847. Also the first undergraduate teaching laboratories in

Conference Session

Innovative & Computer-Assisted Lab Study

Collection

2004 Annual Conference

Authors

Loren Limberis; Bijan Sepahpour

their chances for receivingResearch/Teaching Assistantship or Full Scholarships in graduate engineering programs. Theauthors hope that their efforts in this project reflect on a successful example for implementationof the proposed approach/model.II- OBJECTIVES OF THE PROJECTThere were four major objectives to be achieved as outlined below; 1. To develop a modular lumped mass experiments for integration into control systems, vibrations, mechatronics and other potential engineering courses, 2. To create an opportunity for collaborative research and design efforts between engineering student(s) and faculty, 3. To generate a modular, cost-effective, reproducible apparatus with outstanding design

Conference Session

EM Skills and Real-World Concepts, Pt. 1

Collection

2004 Annual Conference

Authors

Martha Garcia-Saenz

Page 9.214.2cost of each apartment stays fixed. The market rate used is 17%, which reflects the risk of the “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”market. Results show again that the NPV is negative for both alternatives, and then accordingwith the rule, this project cannot be build. No body wants to loose money.Suppose you can buy the land, build 3 units this year and wait to see what happens in a year toanalyze the behavior of the market and decide to build or not to build. Managers can developsome scenarios and get results from them but they

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Toshiyuki Yamamoto; Kazuya Takemata; Masakatsu Matsuishi

completing the project. This type of dependency on brightestmembers in a group is observed in all groups, especially in the portion of the course grade wherethe group grade reflects on its members’ individual grade for the course. (iii) Setting up time for a group meeting is getting more and more difficult due to the factthat most students have extra curricular activities and side jobs outside the university. Due to theeconomic down fall, most students have part-time jobs to help their finance situation.Furthermore, KIT offers students evening workshops for certification exams. KIT believes thatstudents with certifications in special engineering fields will gain an additional plus when

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

levels inproblem solving and critical thinking increase with the course content and this is reflected by thechange in color in the diagram that lists the sequence. Semester 1 CIS010 Math Placement Test First Year CIS101 CIS110 Semester 2

Conference Session

ECE Laboratory Development & Innovations

Collection

2004 Annual Conference

Authors

Luke Niiler; David Beams

replacingthe text of the Appendix sections with their own text.Examples from the Style GuideThe examples below are taken from the general guidelines for writing laboratory reports. • Written communications should reflect a professional approach to technical content and style. Avoid colloquial expressions; for example, “The prototype operational amplifier had much greater gain-bandwidth product and slew rate than an LM741” is acceptable; “Compared to a 741, this circuit was a screamer” is not. • The engineering laboratory report should be readable by a person who is technically trained but not necessarily familiar with the experiment. That person should be able to replicate the experiment after