Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Jessica Matson, Tennessee Technological University; Kristine Craven, Tennessee Technological University; Sally Pardue, Tennessee Technological University; Corinne Darvennes, Tennessee Technological University; Alison Wachs, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

activities 1 and 2. If the perceivedlunch effect reflects fatigue, one would expect lower levels of engagement in the later activities.Table 4 shows that the result of this hypothesis test is similar to the first test. There are nosignificant differences in the observer engagement ratings for earlier versus later activities. Infact, the later activities have a higher mean score and lower variance for the engagement ratings.With the random assignment of girls to participant groups, this result may reflect greater levels ofcomfort with new acquaintances as the day progressed. Page 12.270.7 Table 4. Activities 1 and 2 Versus

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Information Systems

program model and driven by a set of well-chosen learning outcomes. This curriculumuses the IS2002 model curriculum as a basis and is designed to reflect the UAE needs forgraduates that are well prepared to enter the workforce and to assume their place ofresponsibility in the nation. The goal of the College is to produce graduates having strongtechnology and communication skills as well as a good understanding of business practices andwork ethics.The academic program model is driven by two sets of learning outcomes at both the college andUniversity levels. All IS courses are developed to address College and University level learningoutcomes. Master course syllabi are developed to show the course contributions to variouslearning outcomes. During

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

Tagged Divisions

First-Year Programs

are in writing in the disciplines, discourse analysis of talk about writing and corpus-based analysis of written texts. Page 12.253.1© American Society for Engineering Education, 2007 Are Freshman Engineering Students Able to Think and Write Critically?Abstract“Critical Thinking is defined as reasonable reflective thinking that is focused ondeciding what to believe or do. More precisely, it is assessing the authenticity, accuracy,and/or worth of knowledge claims and arguments. It requires careful, precise, persistentand objective analysis of any knowledge claim or belief to judge its validity

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

around challenging cases and be formatted as classroomhandouts. Some cases may include video or other media presented by the instructor. Thecoaching tool kit will be created to contain the general skills of facilitating learning and modulespecific tools. The initial module specific tools will be based on anticipated studentmisconceptions and procedural difficulties with each skill.5.2. Step 2: Module Use and Data CollectionModule effectiveness data will be collected in use in regularly scheduled classes. The dataincludes: 1. On-line quizzes immediately following lectures 2. Video/Audio recording of small team interactions during practice sessions 3. Instructor reflective notes of apparent effectiveness of coaching during practice 4

Conference Session

Computer-Assisted Lab Studies

Collection

2007 Annual Conference & Exposition

Authors

Rick Haub, South Dakota State University; Robert Fourney, South Dakota State University; Steven Hietpas, South Dakota State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, Robert Fourney and Steven HietpasAbstractFor six years South Dakota State University has implemented major revisions to the EnergyConversion Course to include advanced topics in the area of electric drives. With these changes,the course name has been changed to Electromechanical Systems (required 400-level course withlab) to better reflect the content of the course that emphasizes a systems approach to teachingmachines, power electronics, and the use of microprocessors in an electric drive system. Overthese six years the development of DC permanent magnet and AC inductions motor drivesystems has provided more advanced study within the lecture and required laboratory course,wherein students model power electronic drives and motors, conduct

Conference Session

EMD Recruitment and Certification

Collection

2007 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

Engineering Management

or elite group of individuals.It is not enough for upper management to be given the opportunity to acquire a clearunderstanding of a quality environments culture. Each worker must also be acquainted with theproper tools and understanding of the quality processes in order to affect a change in theorganization’s philosophy, direction, and future. In fact, the basic essence of TQM reflects a Page 12.1234.4process through which training and education must be supported by all levels of management.The challenge is to infuse it into organizations. In order to be successful the organization alongwith its managers and workers must strive to acquire

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Trevor Harding, California Polytechnic State University; William Hughes, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

, Page 13.1231.2think holistically, and engage in self-directed learning. Leah Jamisen, Dean of Purdue'scollege of engineering, also calls for "reflection,"3 a critical practice of moral and ethicaldevelopment4. While many of these skills have appeared to some extent in engineeringaccreditation criteria, engineering programs traditionally focus on the science andengineering content in their curricula, rather than developing and measuring skills like“life-long learning”. In an effort to intentionally strengthen students’ development inthese other areas, we turned to the research literature to discern how the variousconstructs such as moral development or self-directed learning, are linked to controllableaspects of the learning environment

Conference Session

Collaborative & New Efforts in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Fanyu Zeng, Indiana Wesleyan University

Tagged Divisions

International

their progress, building theirsense of self efficacy, encouraging goal setting behavior and a commitment to remaincompetitive in a global economy.2 The rapid changes in new global economy suggest thenecessity to routinely upgrade existing engineering curricula to reflect these changes, andeven send students abroad to experience different cultures and changes in businessworld.3 All the research firmly believe that there is no doubt that new ever changingglobal economy and multi-culture concepts have become key elements in anyengineering curriculum. In addition to that successful experience of American highereducation could be a great asset to Chinese engineering curriculum developmente.3, 4Based on these literature reviews engineering curricula

Conference Session

Technology in the Physics or Engineering Physics C

Collection

2008 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Walter H. Johnson, Suffolk University; Chris Rogers, Tufts University

Tagged Divisions

Engineering Physics & Physics

. A construction of knowledgethrough meaningful activities, reflected in socio-constructivist ideas, rather then acquisitionthrough transmission in formal instruction, became important for deeper conceptual knowledgedevelopment, and scientific inquiry became an integral part of the learning sciences.Our instructional module should be effective in improving students learning based uponeducational theories such as multiple intelligences and constructivism. The unit provides alearning environment based on several principles of Gardner’s multiple intelligences theory. Avariety of learning activities are included, such as discussions that promote student–studentinteractions, group projects that allow for creative elements and laboratory

Conference Session

ECE Pedagogy and Assessment II

Collection

2008 Annual Conference & Exposition

Authors

Suk Kim Chin, Australian Catholic University

Tagged Divisions

Electrical and Computer

teamwork., most of the time this is done by just throwing students in teams in an ad hoc manner or just letting students form their own teams, resulting in very bad teamwork experiences, especially for the more talented students.To enable students to experience teamwork in a more favorable setting, this paper proposes asystem whereby students are trained to be effective members of a team as well as being effectiveleaders. There are very few activities geared towards similar goal. Notably, Chesney’s [2] workon “students’ reflection on group work” is one such activity. In [2], four 30-minute discussions,Chesney’s so-called “vignettes”, are given in a semester. Similar to the proposal described hereinis the inclusion of a teamwork

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Richard Theis, Embry-Riddle Aeronautical University, Prescott; patricia watkins, Embry-Riddle Aeronautical University Library; Mary Angela Beck, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Ethics

wecontinually improve our engineering curriculum.After reviewing the ABET standards, we determined that as a future-oriented university valuingthe worth of sustainability education, we must evaluate engineering courses to see howsustainability might be most effectively or most creatively introduced into the currentengineering curriculum, i.e., what the most effective pathways of learning might be. However,engaging in such a project requires a rigorous self-reflection process by all the stakeholders—faculty, staff, students, administrators—to successfully implement such curricular changes.Assessment of stakeholder attitudes is therefore critical to a study such as this.This paper will report on a research project that will: 1) extend the idea of

Conference Session

Student Learning Techniques & Practices in Engineering Technology

Collection

2008 Annual Conference & Exposition

Authors

David Hoffa, none; Steven Freeman, Iowa State University

Tagged Divisions

Engineering Technology

some researchers11,22,6 question the value of lab experiments,there is no doubt that the lab experiment is a commonly employed teaching tool in industrialtechnology. The purpose of laboratory experiments in industrial technology is, as Gillet,Latchman, Salzmann, and Crisalle10 said, “…to motivate, illustrate, and enlighten thepresentation of the subject matter addressed in the lecture” (p. 190).A written report often follows the lab experiment in order to cause the student to reflect on,summarize, and quantify the laboratory experience. To learn by doing in the laboratory,followed by reflecting on that experience and writing about it in the form of a report, can onlyfurther enhance learning. Lederman16 stated that “the assumption that students

Conference Session

Computer Education Management Tools I

Collection

2008 Annual Conference & Exposition

Authors

Carole Goodson, University of Houston; Barbara Stewart, University of Houston; Susan Miertschin, University of Houston; Luces Faulkenberry, University of Houston

Tagged Divisions

Computers in Education

bottle, and there’s no stuffing it backinside.” He also reflected that educators are advised to weigh the ethical issues attached toInternet technologies. Academic honesty issues, while not unique to technology-based tools, areexacerbated by technology enhanced speed, access, ease of manipulation, and scope ofdissemination. Holt felt that risks were magnified by the power of electronic systems. Kleinerand Lord 14 similarly stated that while crib sheets and copying answers have been around for along time, what technology has brought is an expansion of the problem with new avenues tocheat, boldness in using technology tools, and erosion of conscience.Specific applications of technology further accelerate the rate of dishonest behavior. Forexample

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Alison McKay, University of Leeds; Mark Henderson, Arizona State University; Chell Roberts, Arizona State University; Alan de Pennington, University of Leeds

Tagged Divisions

Design in Engineering Education

produced during the protocol. A key characteristic of the product design teamswas their use of drawings at every stage of the design process; in contrast the freshmanengineering teams carried out more detailed information gathering activities. These differencesbetween senior product and freshman engineering teams reflected the emphasis areas in theircurriculum. All four teams frequently iterated between the different stages of the design processand project planning was a neglected area for all teams. Further research is needed to increasethe number of team studies to explore the role of design drawings in supporting teamcommunication, team information gathering and use processes, and the role of team diversity insupporting innovative design

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Wenyen Huang, SUNY New Paltz; Ping-Chuan Wang, State University of New York at New Paltz; Seth Pearl, Pennsylvania State University

Tagged Topics

Diversity

reflective thinking that occurs in communication andcollaboration with others [5]. This is an organic learning process of observation and guidedpractices with an experienced individual who acts as a mentor. Thus, it is incumbent upon us aseducators and researchers to investigate the role of mentoring in the development of soft skills.This paper introduces an interdisciplinary model in a two-semester afterschool program, wherethe undergraduate engineering students and mathematics teacher candidates teamed up to serveas mentors for a group of high school students in an after-school robotics club. We will explainthe pedagogical rationale of the mentorship approach and that the design of our interdisciplinarymodel is a particularly effective option to

Collection

2008 GSW

Authors

Kristi J. Shryock; Helen L. Reed

hopefully learn more about utilizingassessment methods effectively in their individual program. BackgroundFounded in 1932 under the name Engineers' Council for Professional Development, ABET(formerly Accreditation Board for Engineering and Technology) accredits post-secondarydegree-granting programs. Many people interpret this to mean that ABET accredits departments,colleges, or even courses. In reality, ABET accredits programs, and your accreditation workshould reflect the program as a whole.Some programs treat the six-year time lag between visits with the following timeline: - Year 1 – Celebrate success of previous ABET visit. - Years 2-4 – Feel that ABET is a long time away

Conference Session

Factors Affecting Minority Engineering Students

Collection

2008 Annual Conference & Exposition

Authors

Pedro Leite, Kansas State University-Salina; Jung Oh, Kansas State University-Salina

Tagged Divisions

Minorities in Engineering

presented at the Annual Meeting of the Mid-South Educational Research Association, Biloxi, MS, 34 p.[9] Kennedy, H.; & Parks, J. (2000). Society cannot continue to exclude women from the fields of science andmathematics. Education, 120, Spring 2000.[10] Hazzan, O.; Dubinsky, Y.; Eidelman, L.; Sakhnini, V.; & Teif, M. (2006). Qualitative research in computerscience education. Proceedings of the 2006 SIGCSE Technical Symposium, 408-412.[11] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84,2, 191-215.[12] Fleming, N.D.; & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve theAcademy, 11, 137-155

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; Roberta Harvey, Rowan University

Tagged Divisions

Educational Research and Methods

Inventory, andmethodology, the Let Me Learn® process, for characterizing the individual learning processes ofstudents. The Let Me Learn® (LML) process is a comprehensive strategy for buildingmetacognitive awareness in students. LML differs from learning styles approaches in thatlearning styles typically identify the learner with a personality type or category rather than aprofile reflecting degree of preference for multiple interacting patterns. Another key difference Page 13.1345.2is that LML emphasizes the learner’s capacity to use his/her patterns consciously andstrategically to adapt to different learning expectations, rather than merely seeking

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven

Tagged Divisions

Educational Research and Methods

Use of Self Assessment and Reflection in Professional Courses”7, “SustainableAssessment: Rethinking Assessment for the Learning Society”8, and “Redesigning Assessmentfor Learning Beyond Higher Education”9. The first of these provides useful information forengineering faculty who wish to use student self-assessment either as an input for assigninggrades or as a formative assessment tool to improve their courses. The latter articles are helpfulin understanding the critical role of self-assessment and reflection in the learning process.A few more recent articles were found with direct relevance to engineering education. Simon Page

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Jean Kampe, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

First-Year Programs

ENG1001 (approximately 100 students), however, the project did not end with thisactivity. Page 14.852.5 Prior to coming to Michigan Tech’s orientation week, the first-year students read Three Cupsof Tea: One Man’s Mission to Promote Peace… One School at a Time. 13 Each year, theuniversity selects a book that first-year students read as part of the “Reading as Inquiry”program.14 For the past three years, the program has selected books that reflect social orenvironmental issues. The purpose of this program is to prepare the entering students for collegelevel reading and analysis. During orientation week, students meet with their orientation

Conference Session

Design Projects in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Tony Jones, United States Army; Daisie Boettner, United States Military Academy; Anna Lambert, University of Memphis; Brian Novoselich, United States Military Academy; Stephanie Ivey

Tagged Divisions

Mechanical Engineering

research approach. External assessment datacollected via (1) informal e-mail exchanges between the researcher and each team member; (2)direct observation of team members during the design phase followed by direct interviews withindividual team members for additional clarification; (3) a brief questionnaire completed by eachteam member immediately following completion of a project milestone; (4) individual video-taped reflective narratives recorded 2-3 days following the project presentation. The researchwas conducted with a cohort of students from the United States Military Academy’s MechanicalEngineering Department.The data was collected at three specific time points. The Introduction point occurred in January2008 as the class began. It happened

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Siddika Guzey, University of Minnesota, Twin Cities; Tamara Moore, University of Minnesota; Gillian Roehrig, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

research here. Stage 3 is comprised of formative research and summative research.This paper aims to report the formative research of stage 3. Future research will report on thesummative research on this curriculum.The qualitative data is reported in the form of excerpts of student classroom artifacts and teacherresponses to reflection questions. This data is being used in the formative stages of the researchto allow the project staff to revise the curriculum. The quantitative research is a paired t-test12 todetermine if the students’ pre- and post-test data differs significantly. Here, a p = 0.01 cutofflevel of significance was used to determine statistical significance.The data analysis demonstrates that the curriculum has positive impacts on

Conference Session

Introduction to Materials Courses

Collection

2009 Annual Conference & Exposition

Authors

Jonathan Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Materials

motivations and interests. Csikszentmihalyi captures the personal andenvironmental aspects of creativity well in his statement that, “creativity does not happen insidepeople’s heads, but in the interaction between a person’s thoughts and a sociocultural context.”9Conceptualizations of AutonomyDeci and Ryan define autonomy as “volition – the organismic desire to self-organize experienceand behavior and to have activity be concordant with one’s integrated sense of self.”10 In hiswork in self-directed and lifelong learning, Candy describes autonomous individuals as thosewho are able to conceive of goals, exercise freedom of choice in thought and action, resistinward or outward constraints, self-reflect, fearlessly implement plans of action, exercise

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Sondra Miller, Boise State University; Pat Pyke, Boise State University; Amy Moll, Boise State University; Melissa Wintrow, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

ERC was such thatstudents lived in suites with a shared common meeting space, which facilitated collaborativework and study. Through structured activities outside of the classroom, the FiR facilitatedlearning that enhanced engineering academics (e.g., advising, study groups, tutors), communitybuilding (e.g., informal drop-in coffee nights, rock climbing), and supported the RC programcommon values. Success of these programmatic activities was assessed qualitatively (i.e.,student’s perceptions articulated through reflective writing) and quantitatively (i.e., academicperformance in key freshman engineering courses).Qualitative Life Skills SuccessesTo fully assess the successes of the ERC, we chose to first qualitatively examine the experiencesof

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Gloria Starns, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Educational Research and Methods

of nodes on each map as well asnoting whether students chose to represent their thoughts using words or symbolic notation.Prior to the second of two regular semester exams and the final exam, research instructorsconstructed mind maps to be used as the exam keys. Faculty members teaching the same class,but not using mind maps, were asked to review the keys and state whether or not the mind mapadequately reflected those course concepts on which students would be tested. Followingediting of the mind maps to reflect faculty consensus on the concepts to be tested, the examswere administered and graded using the mind map key.Results and Observations: Phase 1 ≠ Observation 1: Students constructed their mind maps in a manner consistent with the

Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

teaching-effectiveness seminar: I attended an “Essential Teaching Seminar” sponsored by ASME, hosted at MIT and conducted by former West Point faculty in June 2006. This three-day interactive training workshop demonstra- ted proven techniques for effective learning in engineering courses. An instructional improvement was reflected in higher student ratings for the course in Fall 2006 than the previous semester.The second went to a speech pathologist to improve his delivery: I would like to remain anonymous, but I have been evaluated for over 17 years teaching in the Associate Degree Electronic Technician Program. For over 15 years my students have commented that I talk too fast. Two years ago I had

Conference Session

Design in the ECE Curriculum

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Electrical and Computer

Page 14.1166.4disagreement among participating faculty which reflected individual beliefs of teaching andlearning. While some faculty felt that grades should be primarily focused on projectdeliverables, others thought that more traditional summative evaluations had more value. In thefirst iteration of the course, reported here, the project comprised approximately 40% of the grade,technician training 30%, and in-class work and examinations focused on concepts 30%.As shown above in Figure 1, the three parallel components of the course had some overlap, butaddressed very different learning goals. These learning goals were drawn from an engineeringdesign taxonomy 6 used in the ECE department to evaluate curricular content. Details on each ofthese

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Saeed Monemi, California State Polytechnic University, Pomona; Weicong Pan, California State Polytechnic University, Pomona; Edward Varnado, California State Polytechnic University, Pomona

Tagged Divisions

Design in Engineering Education

% Self Evaluation 10 % Communication & team work 10 % Availability 5% Reflection 5%Notes: Anyone who needs an accommodation based on the impact of a disability should contact Disable Student Services at 909-869- Page 14.988.4 3333 located in building 9, room 103. 3. Multiple forms of contact information is offered so students have varied ways to contact

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Frank Wright, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

instrument ineducation3 and its integration is often seen as a significant force driving change4. It is nowcausing educators to re-think the very nature of teaching and learning. But where do you start?How can instructors design powerful, innovative, and effective web-based environments that canbe successfully integrated in a face-to-face class or stand alone to support a distance course?In this paper, we answer the question from the perspective of a four-year long project that led aninstructor from using an institutional, unimaginative, web-based template to designing a fullycustomized, award-winning course that truly reflected his teaching style and philosophy,supported the institution’s mission statement and the course objectives, and supported

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Deborah Hochstein, University of Memphis; Shelia Moses, University of Memphis; Daphne Jones, Memphis City Schools

Tagged Divisions

K-12 & Pre-College Engineering

STEM Education“The educational vision reflected in the Framework is that a carefully designed, coherent, andproperly implemented set of K-12 mathematics learning experiences will enable all students to: 1. Develop a deep understanding of the key mathematical concepts, principles, and theories drawn from contextual applications 2. Apply process skills by posing questions and investigating phenomena through the language, procedures, and tools of mathematics 3. Be aware of how engineering, technology, and science are integrated into the historical and cultural advancement of mathematics 4. Think and act in away that demonstrate a positive attitude toward problem-solving and personal