Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Roberta Harvey

to how students receive and processinformation: sensory vs. intuitive, visual vs. verbal, active vs. reflective, and sequential vs.global.1This approach was, from the beginning, extremely influential within engineering education.Numerous other methods and instruments have arisen, and research into the impact of learningstyles on student learning and the implications for teaching has burgeoned. (For an excellentoverview and comprehensive links to resources, see the University of Michigan College ofEngineering webpage on learning.2 See also Felder’s review of four commonly cited learningstyles theories.3 An overview of several approaches and an annotated list of online instrumentscan be found on the University of Guelph Learning Styles page.4

Conference Session

Entrepreneurism in BME

Collection

2004 Annual Conference

Authors

David Smith; John Troy; Penny Hirsch

American Society for Engineering Educationfunded alliance of educators, engineers, and industry partners developing curricula andtechnologies for tomorrow’s bioengineers. VaNTH is a cooperative effort among VanderbiltUniversity, Northwestern University, the University of Texas, and the Harvard University/MITdivision of Health Sciences and Technology (i.e., VaNTH.). Faculty teams of biomedicalengineers, learning scientists, and learning technologists work together and with industryrepresentatives to create challenge-based learning modules, or segments of courses, that can beplugged into new or existing BE or BME curricula. All modules reflect the theory and researchon effective teaching and learning compiled in How People Learn (HPL) (Bransford

Conference Session

Learning Enhancements for CHE Courses

Collection

2003 Annual Conference

Authors

Polly Piergiovanni; S. Scott Moor

Cycles)The concept of using experience in education is not a new one. John Dewey discusses the needsand nature for experiential learning in his still timely work Experience and Education.13 Manylearning cycles have been suggested. These learning cycles vary from two to five or six steps butessentially all include active and reflective components.Figure 1 depicts the four-step Kolb cycle of experiential learning, one of the most widelyconsidered in engineering education.14 This cycle consist of Concrete Experience, ReflectiveObservation, Abstract Conceptualization and Active Experimentation. While the cycle can beginat any step, it is generally begun with the concrete experience step.1 All four steps are requiredfor complete learning to occur

Conference Session

Trends in Biological & Agricultural Engineering

Collection

2003 Annual Conference

Authors

Saba Choudhary; Naz Azadi; Mike Ratino; Lauri Kreeb; Jason Congdon; Paul Schreuders

was used to manipulate the ant. Page 8.1158.4(See Appendix 1 for the program used to meet Challenge 1). It consisted of a series of timed “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ” 2003, American Society for Engineering Education”commands to activate the two driving motors in specific directions and powers, to activate thelight reflectance sensor, and to play music. The music was created using the piano player andwas activated by adding a subroutine to the loop. The program began with a short 4-second bit ofmusic, and then entered

Conference Session

Tricks of the Trade Outside of Class

Collection

2003 Annual Conference

Authors

William Jordan; Bill Elmore

examinedas part of this study.Understanding yourself and your universityOne basic step is for each of us to really understand who we are, and what we really want out oflife. Many engineers find this type of reflection difficult for it requires more philosophicalthinking than they are used to doing in their everyday engineering practice. However thisreflection is an absolutely crucial first step. For example both of the authors have their families,community service and church activities as priorities in their lives. We want to make sure thatwe do not achieve professional success at the expense of these. The first author is a facultyadvisor to one student group. He is also interested in photography and has been involved inpolitics at a significant

Collection

2001 Annual Conference

Authors

Thomas Harmon; Glenn Burks; Eva Baker; Gregory Chung

everyday event. 2 Proposition appropriate. Reflects scientific tracer test MEASURES understanding, but has limited explanatory power. ground water flow 3 Proposition is abstract and explanatory. Reflects most tracer test MEASURES highly principled, scientific understanding. dispersionIn addition, a subset of students’ posttest knowledge map, which we defined as “newpropositions,” was derived from the posttest knowledge map. To operationalize this map, weremoved all propositions from the posttest map that also existed in the pretest. This newproposition map was then scored using the expert criterion (content) method and the propositionquality rating method

Conference Session

Teaching Tools for Humanities and Ethics

Collection

2002 Annual Conference

Authors

Rosalyn Berne

human life. Therefore, their consideration is warranted in anengineering ethics curriculum. An extraordinary teaching experience withundergraduate students at the University of Virginia School of Engineering and AppliedScience (SEAS), suggests that intergenerational dialogue is one pedagogy that canenliven and enhance the undergraduate engineer’s ability to engage moral deliberationabout technology and the future. This paper recounts one such intergenerationalexperience, highlighting excerpts from dialogues which occurred, and from studentessays which reflect upon them, as documentation of the exceptional effectiveness of thisprofound teaching technique.Engineering Ethics and The Technological FutureNanotechnology, cryonics, cloning

Collection

2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

the Quality Improvement Systems Thinking heuristic has been used to improve industrialproduction by viewing the problem as part of a layer of a system, our First Year Initiative facultysaw greater value in three other Heuristics Page 6.884.5 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education ½ D.R. Woods -- McMaster Five-Point Strategy ½ Define, Explore, Plan, Act, Reflect C.H. Kepner & B.B. Tregoe -- The Rational Manager ½ Situation Analysis, Problem Analysis

Collection

2001 Annual Conference

Authors

Stephen McKnight; Gilead Tadmor; E Everbach; William E. Cole; Michael Ruane

language of continuing utility, but withoutthe complications of variable typing and declarations. Early laboratory experiences includeprogramming loops to cause stepper motors to move a flag, control through photocell feedback,and measuring acoustic velocity and distance by appropriately thresholding a reflected acousticsignal. As a final project, students write a program to control the movement of an ultrasonicsensor to image a metal target encased in an opaque gelatin package.1. IntroductionSince computation is ubiquitous in engineering practice, a freshman course in computation orcomputer programming is a feature of most engineering curricula. These courses are often lessthan satisfactory for both the students and the instructor. While contact

Collection

1998 Annual Conference

Authors

Zbigniew Prusak

. Isn’t educationprocess putting little too much emphasis on fashionable appearance and not enough on the content andoutcomes of activities? New revisions of ABET requirements [7] place greater emphasis onengineering problem solving and applicability of educational outcomes. Outcomes-oriented educationthat reflects industry demands is expected to replace presently dominant activities-oriented education.3. PERSPECTIVES OF YOUNG STUDENTS Some perspectives on the surrounding world displayed by young students are not in line with theway the surrounding world functions. The below listed problems pertain to behaviors and beliefs ofyoung students, as well as, technical aptitudes and were observed in 3 types of academic activities:- in-class lecture

Collection

1998 Annual Conference

Authors

Nancy Y. Amaya; Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman

thequestionnaire, monitoring and tracking freshman engineering attitudes over time becomes ofgreater importance. We want to know if continued improvements we make to our freshmanengineering program are reflected in positive student attitudinal changes. In addition, we wouldlike to know if ‘sudden’ year-to-year attitudinal variations reflect a substantial change in theprogram or just a random fluctuation for that particular year. Page 3.324.5ii Some of the ten schools currently using the instrument administer the “post” survey at the end of the first semesterrather than the end of the freshman year. Table 2. Student Attitude

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

strategies, monitoring and fix-upstrategies, and criteria). From the analysis, the findings suggest that the level of understanding ofthe task was clearly reflected in students‟ plans with particular emphasis on getting a goodoverview of the design task at the early stage of the project. Students were found to be lacking inthe areas of planning the methods used and anticipating the time required to solve the design taskat the early stage of the project. Overall, students excelled in monitoring and regulating thedesign process and task management, although lower scores were found on several activities,such as seeking alternative approaches to investigating the problem, design solution, timeplanning, and the effective use of resources and materials

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

lessons in ethics were lacking in the classroom.Involvement Influenced Students’ Abilities to Articulate Ethical Development The students who attended the engaged institutions often articulated their ethicaldevelopment by demonstrating how they process various scenarios. As students reflected onethical decision-making, common elements emerged: acknowledging an ethical dilemma,processing how to respond, and finally, identifying where they are in the decision makingprocess. One senior at Charlie University offered a reflection on the ethical decision-makingprocess: I feel like I‟m often surprised at our school. Like I think they teach us to be very ethical engineers but I‟m often surprised by how unethical some people‟s behavior

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Art Duval, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder; Alexandria Nicole Ogrey; Kien H. Lim, University of Texas, El Paso; Catherine Tabor, El Paso Independent School District; Rebeca Q. Gonzalez, UTEP-Graduate Student and EPISD-Teacher; Alan Siegel, New York University

Tagged Divisions

Electrical and Computer

Thinking, which fairly reflects our ambitions – that engagementwith graphical programming will propel students towards exploration of computational thinking.While iMPaCT-STEM is a work-in-progress, there is sufficient teaching material and evidence of itseffectiveness to motivate further efforts to replicate, extend and more deeply examine its pedagogy.Figure 1 is a prerequisite graph of iMPaCT learning modules, most of which are being incrementallytranslated to use the programming environment provided by the TI 83/84 calculators that are alreadypresent in many high-school and college classrooms,This paper relates iMPaCT’s pedagogy to long-standing challenges in math education, recent educationalreform objectives, and describes efforts to

Conference Session

Techniques to Enhance Environmental Engineering Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Environmental Engineering

). The students were junior level, Civil Engineering majorsand there were no other majors enrolled in the course. The class demographics consisted of 56%minority groups (i.e. African American, African, and Hispanic). Students were asked to completethe Felder and Soloman “Index of Learning Styles Survey (ILSS assessment,http://www.ncsu.edu/felder-public/ILSpage.html). This survey instrument is a 40 questionassessment instrument tool which categorizes the student’s learning into several groups. Theselearning styles are: Active Learners versus Reflective learners, Sensing Learners versus IntuitiveLearners, Visual Learners versus Verbal Learners, and Sequential Learners versus GlobalLearners. The PI provided a discussion about learning styles which

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiannong Meng, Bucknell University; Song Xing, California State University, Los Angeles

Tagged Divisions

Computing & Information Technology

cultivate the attitudes, skills, and knowledge necessary for students to benefit maximally from a Bucknell University education and to negotiate the complexities of the modern world. The seminars stress the following: active, independent learning; collaborative learning; development of students’ capacity for analysis, reflection, judgment, and creativity; multiple perspectives; and development of skills students need in order to engage in intellectual endeavors at Bucknell and beyond. These courses address foundation skills in reading, writing, listening, and speaking and also develop students’ ability to use the library effectively and to use computers (e.g. word processing, simulations, use of

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

become „Junior Colleagues‟ who considerthemselves as fellow faculty and become concerned with the impact they may have on studentlearning and engagement. Most studies on teacher concerns have employed survey methods andmost surveys were developed based on Fuller‟s[23] model. Researchers often revised andextended survey items to reflect unique needs and characteristics of diverse teacher populationsand teaching contexts. Mok[26] proposed that teacher concerns are context-specific and thereforedifferent teacher populations in varying educational contexts may express different teachingconcerns, which should be considered to address teaching concerns appropriately within GTAdevelopment programs.An important first step in addressing this issue for

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships, Graduate Studies

-III, the final in the series. The student would report on the results of the action learning projectat that time, share what they had learned in their leadership of that project, and how they hasimpacted their organization through their leadership of the team. Finally, the students wereasked to continually update their plans to reflect new learning, new progress and newinformation about themselves, integrating new knowledge and lessons from experience.At that time, much remained to be done in order to know the overall impact of this innovativedesign. As we looked to the future, we had some hunches about overall outcomes. It was ourintention to continue to monitor the individual and collective outcomes as the students movedforward in their

Conference Session

Project-based Learning and Other Pedagogical Innovations

Collection

2010 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Technology

Tagged Divisions

Multidisciplinary Engineering

disciplines at VU had the lowest entrance of any university in Melbourne. Such poor intake often translated into high attrition rates combined with unacceptable graduation rates, which reflected poorly on the university as a whole. It was hoped that the adoption of a new educational paradigm would differentiate engineering education at VU from those at other universities and make it a more attractive alternative for senior secondary students in choosing as a course of study at a university; Page 15.453.2• Engage students with their course of study, and as a consequence reduce the prevailing high attrition rates; and

Conference Session

Opportunities and Challenges in Developing International Engineering Research

Collection

2010 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Technology

Tagged Divisions

International

engineering graduates is inadequate for replacing professionalengineers leaving the profession for other careers or due to retirement as well as meetingprojected demand. It is thus not surprising that the recent growth of domestic enrolment inengineering courses at Australian universities had a positive impact on engineering schools,and faculties, government agencies and industry bodies2. Yet, despite the optimism amongengineering educators, the reality is that the domestic enrolment in engineering representsonly 6.8 percent of the total commencing university enrolment in Australia. This enrolmentfigure does not reflect sudden interest in engineering and represents the middle of historicalfluctuations in engineering enrolment which have traditionally

Conference Session

Student Learning and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Ronald Goulet, University of Tennessee-Chattanooga

Tagged Divisions

Mechanical Engineering

ofindividualized assignments, the mandatory correction policy and the work of correcting andgrading, especially the surprising reduction of time required to grade, score and return theassignments. The paper also presents the author’s reflections regarding class delivery and studentbehaviors, and results of informal student and instructor surveys.BackgroundThis report pertains to the mechanics of materials, a required core course offered to allundergraduate engineering students of the College of Engineering and Computer Science at theUniversity of Tennessee at Chattanooga. The catalog description of ENGR 246 reads: UTC ENGR 246 Mechanics of Materials, 3 credit hour lecture: Stress-strain concepts and relations. Bending, shear, torsion, and

Conference Session

New Collaborations

Collection

2010 Annual Conference & Exposition

Authors

Megan Sapp Nelson, Purdue University; Michael Fosmire, Purdue University Libraries -- PHYS

Tagged Divisions

Engineering Libraries

information; demonstrate critical thinking skills; and reflect onone’s own understanding.’ This is in line with Knowles5, speaking specifically about self-directed learning, who posits that successful self-directed learners must be able to identify theirlearning need, determine a learning plan to acquire the skills or abilities to meet the need,actually implement the plan, and be able to determine whether they met their learning goals. TheAssociation of American Colleges and Universities have recently created a draft VALUE rubric,6that defines curiosity, initiative, independence, transfer and reflection as the key components oflifelong learning competencies.Information Literacy and Lifelong LearningWhile information literacy isn’t explicitly

Conference Session

Issues and Directions in Engineering Technology Education & Administration: Part I

Collection

2010 Annual Conference & Exposition

Authors

Gary Mullett, Springfield Technical Community College

Tagged Divisions

Engineering Technology

as time whenon. The paper also considered the oblique role of the faculty and the more than considerableinfluence of textbook publisher’s to a widespread resistance to change. Finally, the paper made a Page 15.819.2case for the need to teach electronics technology from a system’s viewpoint, but to this end, onlyoffered general comments about how this was to be accomplished.The author’s use of the date of 2010 in the paper’s title was symbolic in several ways. This date,five years in the future, was obviously the start of the next decade, a time when we humans tendto pause and reflect on the past decade and ponder the future events that the

Conference Session

Sustainability in Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

-class survey on sustainability.Students also responded to in-class questions during the two sustainability lectures in real timeusing a Course Response System (clickers). The new assignment specifically on sustainabilityrequired the students to read the Royal Academy of Engineering’s “Engineering for SustainableDevelopment” report and part of the “Global Climate Change Impacts in the United States”document. The second new assignment required the students to assess and compare differentbiofuel options based on journal articles that had conducted life cycle assessments (LCA). Thisassignment proved particularly challenging for the students. The reflective essays that studentswrote in the final assignment of the semester indicated that the new

Conference Session

Teaching Innovations in Arch. Engineering

Collection

2002 Annual Conference

Authors

Murali Paranandi

survey form.14 Through a descriptive reflective essay.15 Conducted during Fall 2000, is based on author’s four years of experiences in teaching design studios focused on using digital media. Page 7.180.416 Hanna and Barber [2001: p 258] describe how these processes were at work in Alvar Aalto’s design methodology and that for him major ideas emergedafter restraining the rational. They also concede that the choice of ‘which’ mode of thinking to suppress depends on the architect himself and his designapproach (functional/aesthetic). Proceedings of the 2002 American

Conference Session

Using Technology to Improve IE Education

Collection

2002 Annual Conference

Authors

Liezl Van Dyk

semester of 2001 (Figure 2c).Figure 2d represents the average time allocation reflected by seventeen WebCT facilitatorsinterviewed at the University of Pretoria. Traditional contact time is reduced and flexibility oftime and location is increased when a WebCT learning environment is introduced. Theskewness of this figure towards non-contact time may be attributed to the fact thatpostgraduate courses (which consists normally of fewer contact hours) take precedence whenWebCT is introduced. Whether contact teaching is considered or whether non-contactteaching is considered, WebCT influences flexibility in terms of communication.3.2 Flexibility in communicationsCollis20 solely refers to communication with the facilitator (“instructor”), when she

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Anna Lambert; Aaron Robinson; Charles Camp; Jeff Marchetta; Laura Lackey; Stephanie Ivey

related to learning, and these questions may be completed and self-scored by the learner/participant within a 15- 20 minute time period. • There are four discrete learning stages assessed by the 1985 version of the Kolb LSI. A learner will obtain a separate score in each of these categories: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). • The AE and RO scores represent assessment values of the learner’s active-reflective preferences, and they may be plotted on the x-axis of a graph included in the Kolb LSI Page 10.880.3

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Kevin Bower

to the group and present their findings. Thisprocess requires that all group members develop effective communication skills. At thecompletion of the teaching session, each student is evaluated by the others in the group, whichcan result in the identification of strengths and weaknesses. The instructor is available to providerecommendations on better communication practices. This peer-oriented review and evaluationprocess can result in improved communication skills.Criterion 3(h) focuses on a student’s ability to recognize the need for and to engage in life-longlearning. This ABET criterion is highly linked to the second major motivating factor whichresulted in the change in the course pedagogy. After the authors of this paper reflected on

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Bruce Thompson

-twenties. It seemslikely that the lack of greater success reflects both organizational and programmatic causes. From an organizational viewpoint, as joint ventures, the programs appear to beinstitutional orphans with neither school heavily invested in their success. It was even difficult toidentify who was in charge of them. The web biography of the business co-director at the seconduniversity, for example, lists many interests, but not the MSEM. At this same university,students may have to take engineering courses during the day, discouraging workingprofessionals. A second likely contributor to low enrollment in those two programs is that manypotential students may not desire a mix of engineering and management courses. In

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Juan Lucena; Elizabeth Bauer; David Munoz; Joan Gosink; Barbara Moskal

the survey developers and acquired theirconsent to use the CSAS in this investigation. The only alterations that were made to the CSASfor this investigation were with regard to demographic information. Different demographicinformation was collected from students than was collected from faculty. The remaining 46questions were that of the original CSAS instrument.The CSAS was developed based on Schwartz’s altruistic helping behavior model which consistsof four phases1. These phases are displayed in Table 1. The first phase reflects an individual’sacknowledgement or awareness of a need for community service. This is followed by a beliefthat oneself is morally obligated to act on such awareness— the second phase. The third phase isan individual’s