Conference Session

Multidisciplinary Engineering Courses II

Collection

2005 Annual Conference

Authors

Carol Hasenberg

year in Design and Society allowsfreshman the opportunity to analyze those situations in greater depth, view them from differentperspectives, and integrate their learning through reflection early in their education.For the non-technical students, which include liberal arts and business majors, Design & Societyoffers some unique general education experiences. First, the hands-on design projects, with theiremphasis on building models and prototypes, offer a new form of learning in a general educationcourse. Challenging projects that create a rich learning experience are designed to engagestudents within a wide range of skill levels. Through practicing these skills in open andsupportive environment, students who were unsure of their major

Conference Session

Integrating H&SS in Engineering II

Collection

2005 Annual Conference

Authors

Christy Moore; Billy Koen

describes the research project students were assigned and evaluates its effectiveness inengaging students in a discussion of ethical dilemmas.The Assignment: Researching Corporate Responses to Crisis Engineering Communication or ME 333T is a required junior-level course in theDepartment of Mechanical Engineering. Typically, in semesters past, students have worked onresearch projects involving a topic in engineering. The course has sought to engage students insome reflection on the ethical dimensions and social impact of engineering design, but much ofthe research and writing has been focused more on reporting data rather than evaluating it. Thenew assignment was first used in the summer of 2004 with the goal of integrating a discussion

Conference Session

Engineers & Mathematicians Communicating

Collection

2005 Annual Conference

Authors

Anthony Cahill; Joshua Peschel

Challenges and Learning Objectives As outlined in the previous section, there are four primary learning components associatedwith this instructional framework: Haar wavelets, Daubechies wavelets, the Fourier-waveletconnection, and advanced wavelet topics. It is expected that the learners will have been exposedto basic Fourier theory and the discrete Fourier transform, preferably within the course that thisinstructional framework is being implemented. This is absolutely essential for the third learningcomponent, though a brief review will be given. The Fourier approach reflects the learners’current mental model, which is assumed to not include a time-frequency representation of data.This assumption is based on the lack of exposure to wavelets in

Conference Session

Multidisciplinary Design

Collection

2005 Annual Conference

Authors

John Nastasi; Leslie Brunell; Keith Sheppard

considerations. Fig. 3 Design concepts Page 10.419.7Proceedings of the 2005 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2005, American Society for Engineering EducationThe design of the building was chosen to reflect the above concepts but also meetpractical constraints on the potentially significant wind and snow loading on thestructure. The design leverages the existing Visitor Center at the entrance to the Museumto provide an integrated structure with a balcony and views from the Center as can beseen in Fig. 4. CATIA was used for the design and structural analysis. A virtual videowalk through of the building

Conference Session

Computed Simulation and Animation

Collection

2005 Annual Conference

Authors

Jessica Matson; David Elizandro

Page 10.482.2clear advantage to moving the course was that these tools could be used in subsequent courses. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering EducationThe tradeoff is that the selection of laboratory assignments for the course becomes morerestrictive because of the student’s limited domain knowledge of industrial engineering topics.As reflected in this paper, the role and scope of Excel/VBA tools in the industrial engineeringcurriculum at Tennessee Tech continues to evolve.In previous years, the programming experience of students in the simulation course was a three-credit freshman course in FORTRAN

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Matt Eliot; Jennifer Turns

with reflections on thecontributions and limitations of using user-centered design as a tool for engineering education.Design and user-centered designDesigners change existing situations into preferred ones2, by developing solutions that satisfy awide variety of goals and constraints. From an engineering perspective, important designconsiderations include structural stability, maintenance costs, reliability, and environmentalimpact. Because most engineering systems involve users, it is important for engineers to also Page 10.697.1take user issues into account. User-centered design has emerged in response to products and Proceedings of

Conference Session

Engineering Ethics Papers Session

Collection

2004 Annual Conference

Authors

June Marshall; John Marshall

feedback, a seminar was crafted that would serve as an introduction toEthics and Character Education. This first seminar was offered in the spring of 1999.Junior and senior education majors were invited to a one-day, nine to four, workshop onEthics and Character Education. The day, chosen many months previously, wasironically the Saturday after the Columbine killings. The seminar group reeled under theenormity of what had taken place and helped cement our mission for the day. We beganwith a moment of silence dedicated to the students, teachers and administrators, familiesand the community of Columbine. The seminar was divided into several blocks of time encompassing different approachesand outcomes. The first block of time focused on reflection

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ralph Rogers; Phil Lunsford; Paul Kauffmann

disciplines not addressed by traditional engineering disciplines, 3)Attract, retain, and graduate general engineering students, especially eastern North Carolinastudents including women and underrepresented minorities. ECU’s BSE program’s approach toachieving these goals differs from traditional engineering program approaches in three primaryways: 1) the type of engineer produced, 2) the curriculum philosophy/structure followed, and 3)curriculum implementation.The need to address emerging technology management and implementation needs, which crosstraditional disciplinary boundaries, is reflected in the first three proposed BSE concentrations: •Systems Engineering, which produces a technical generalist who can formulate, solve, and

Conference Session

Student Teams & Active Learning

Collection

2004 Annual Conference

Authors

Robert Knecht

10 minute time limit. piece to move. Most students comment Reflection What team and task functions stood out in the exercise? during the reflection session that initiating takes place frequently throughout the game What is the significance to your team at this stage of the project? on an individual basis, which may not be What is the importance of this perceived by the observers. Encouraging is exercise to your career

Conference Session

Engineering Ethics Paper Session

Collection

2004 Annual Conference

Authors

Seetha Veeraghanta; Janice Frost

presentation skills and as a member of a team. Grades for each member will be adjusted up or down according to the evaluation of the other team members. Here are some criteria for peer evaluations. Your ratings should reflect the following: • Level of participation by each member of the team • Effort invested by each member of the team to ensure that it is a team presentation, not a series of individual presentations rolled into one. • Sense of responsibility to the team’s goal Here are some specific responsibilities you should consider: • Attend scheduled meetings • Prepare for meetings • Contribute to the discussions constructively by providing [feasible] ideas for the team

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Pete Hanlon; John Hill; Bryan Goda; Lisa Shay

, Page 9.975.1illustrated in Figure 1, which differs from, yet is complementary to, the ABET AssessmentProceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationModel. The mission of USMA is "To educate, train, and inspire the Corps of Cadets so that eachgraduate is a commissioned leader of character committed to the values of Duty, Honor,Country; professional growth throughout a career as an officer in the United States Army; and alifetime of selfless service to the nation.1" Therefore, our primary constituency is the UnitedStates Army and our academic program goals reflect this. The overarching academic goal is

Conference Session

Computed Simulation and Animation

Collection

2004 Annual Conference

Authors

Michael Filsinger

) Page 9.1432.5 } Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education output results}int schedule(){ update systemClock to reflect “overhead” in the scheduling algorithm choose process according to the rules associated with the chosen scheduling algorithm return process}void run(process){ if (startTime[process] == 0) update startTime[process] to record process start time update remainingTime[process] according to the rules associated with the chosen scheduling algorithm update systemClock to reflect “elapsed time” from the previous

Conference Session

Mentoring Graduate Students

Collection

2005 Annual Conference

Authors

Elisabeth Cuddihy; Steve Lappenbusch; Jennifer Turns

(favorite session and why, suggestions for Page 10.686.4improvement). Analysis of this evaluation data is on-going. Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition Copyright © 2005, American Society for Engineering Education Session xxxx-xxxxDiscussionHere we reflect on a sample of the insights we have gained through this work. For example,concerning the student themselves, we have found them to be very able to identify topics andeager for a venue for discussing

Conference Session

Project Management and Team Issues

Collection

2005 Annual Conference

Authors

Mehria Saffi; Mariana Alvaro; Diana Mejia; David Bowen

Page 10.761.5area. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationThe appearance of these methods high on our list of those utilized in industry suggests a fewstrategies regarding time commitment and expertise level. If team skills are to be imparted tostudents, sufficient time needs to be reserved and emphasis placed on skill acquisition.Workshops focused on team skills in conjunction with specific teams and projects are indicated,along with time for mutual reflection and learning from the experience after students haveacquired a certain level of expertise. This reflection activity needs to be provided

Conference Session

Lab Experiments & Other Initiatives

Collection

2005 Annual Conference

Authors

Michael Anderson; Lance Perez; Jerald Varner

the frequency domain and the frequency response signal. But seeing the real sign and real frequency response I think helped a lot. If nothing else, just to get a real world sense of how we actually use the equipment, so I think so.Many student responses reflected a common notion about “real world” and “seeing” indicatingthat the concrete applications inherent in the lab lessons helped clarify abstract course concepts.Another student stated that it was “interesting to see in real life what actually happens when youlow-pass-filter something”. Overall, the students consistently stated that the lab helped themunderstand course concepts. Moreover, quantitative results based upon their

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Jessica Yellin; Jennifer Turns

canpotentially serve as a cost-effective way to provide additional instructional support.This paper presents a pilot offering of a peer-focused teaching training program in whichundergraduate instructors discuss, reflect, and share strategies about their teaching within thecontext of creating a teaching portfolio documenting their instructional activities. This pilotoffering also included a preliminary research study that had two major goals: to gather someearly stage user data about the initial curriculum design, and to gain insight about howundergraduate instructors think about teaching. The purpose of this research study was not toconduct an exhaustive, in-depth, generalizable investigation of these issues, but rather to take asnapshot that

Conference Session

Design and the Community

Collection

2005 Annual Conference

Authors

Carol Haden; John Tester; Jerry Hatfield

weregained during the course, with a rating of 1 being “no confidence” to a rating of 5 being “veryconfident”. The final two items were rated on a scale of 1 to 5, with 1 being “strongly disagree” and5 being “strongly agree.In the revised course format, students rated themselves significantly more confident in theirunderstanding of simple sensors and simple motor control. They also rated themselves moreconfident in their ability to program a control system for a simple robot and in designing systems tomeet desired needs and specifications. These results support the course revision efforts to increasetechnical content in the course. We also believe the students gained confidence in the latter categorydue to requiring their small teams to reflect on

Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Teresa Larkin; Dan Budny

Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”are on the site visits and also while they are on their own time, they are representing theUniversity of Pittsburgh. Thus, their actions directly reflect on the university’s image and theimage of the United States. Thus, failure to maintain acceptable behavior results in failure of theparticipation component and can be grounds for failing the course and being sent home.Acceptable and unacceptable actions are described in the pre-departure sessions. To date, wehave not had the need to send anyone home, but these students are 19 years old and in all thecountries we visit the age of drinking and

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Rufus Carter; Claudia Milz

. They run theclasses; maintain the lab, and grade lab reports, quizzes and orals (such as colloquia). Thus mostof the feedback to the students is provided by other students. Lecture is seen as the fastest way for new teachers to be able to present the information,and deviation from almost 100% lecture is often discouraged since new and radical methods maybe rather risky in regards to the student evaluation, a tool used to assess the teaching situation inan institution and its teachers. Poor evaluations will harm the national ranking of a department,but may often not reflect the validity of the teaching methods used, the efficacy of the facultyadministering them, or the readiness of students receiving them. This said, classroom time

Conference Session

New Approaches & Techniques in Engineering II

Collection

2005 Annual Conference

Authors

Reza Sanati-Mehrizy; Afsaneh Minaie

specializations are computerscience, software engineering, networking, and computer engineering. In this curriculum, thestudents matriculate into the CNS department after successfully completing the requirements of30 hours of core courses common to all computer science students. The students continue takingcore courses until the first semester of their junior year, when they begin choosing their electivesfrom different specialization areas.Digital logic design courses are fundamental core requirements in both computer engineering aswell as computer science departments, in which students get their first exposure to hardwaredesign. It is important that the content of such courses reflect the current design styles used inindustry.This paper describes a

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Tim Healy

Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education Page 9.45.1opportunity throughout the four years to reflect on and take account of the relation oftheir technical studies to broader concerns addressed by the eight ABET considerations.Hence, the value of the Handbook to the student is that it provides a source ofinformation on issues that are often difficult to research, and furthermore, helps studentsto see the interrelationships among the various considerations.The value of the Handbook to the faculty at Santa Clara University, and to other facultywho may wish to use the material

Conference Session

Creative Ways to Present Basic Materials

Collection

2004 Annual Conference

Authors

Hilary Lackritz; Stacy Gleixner

lecture and appeals to a broader range of learning stylesthan just traditional lecturing. The four main ways of classifying learning styles (Myers-Briggstype Indicator, Kolb's Learning Style Model, Herrmann Brain Dominance Instrument, andFelder-Silverman Learning Style Model) all classify learners as either introverted/ reflective orextroverted/ active.6,7 Traditional classroom lectures are tailored towards reflective learners.Actively engaging students through CLEs allows every student time to learn in a mode they aremost comfortable with and time in a mode that challenges them to expand their learning styles.Also, based on the fact that the average attention span of an adult is 15-20 minutes,8 switching

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Fazil Najafi

. Page 9.1.7“Proceedings of the American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education”Applicants’ Accessibility to Their Data Record Each UG and G student has full access to his or her work progress. Studentsmaintain their work progress records (e.g., courses, grades, etc., Table 1). Similarassessment tables should also be developed to reflect the student’s research workprogress. From these tables, applicants are able to analyze their work, adjust and makeimprovements on a regular basis, and report to their advisors. Reports can regularly becollected by a student advisor and submitted to the IHE’s Fellowship Project Directors.The

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Lee Zia; Roger Seals

Annual Conference & Exposition Copyright  2004, American Society for Engineering Education2) Usage development workshops. • Pathways projects will assume a stewardship role for the educational content and/or the services needed by a broad community of learners. • Selection services projects will focus on increasing the amount of high-quality STEM educational content known to NSDL. • Usage development workshops will promote the use of NSDL and its resources by various communities of learners.These three elements reflect an appropriate expansion in emphasis for NSDL from its initial (andnecessary) collecting of educational resources, materials, and other digital learning objects

Conference Session

Innovative Graduate Programs & Methods

Collection

2004 Annual Conference

Authors

Ronald Bennett; Eugene Audette

waste.BibliographyAngelo, T. & Cross, K. P., (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.Bee, H. L., (1996). The journey of adulthood, (3rd. edition). Upper Saddle River, NJ: Prentice-Hall.Bennett, R. J., (2003). The talent gap. (paper in preparation)Boyer, E. L., (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. Princeton, NJ: Princeton Univerisity Press.Brookfield, S., (1990). The skillful teacher. San Francisco: Jossey-Bass.Brookfield, S., (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.Brookfield, S, & Preskill, S., (1999). Discussion as a way of teaching: Tools and

Conference Session

Materials Science for Nonmajors

Collection

2004 Annual Conference

Authors

Stephen Krause

FOCUS GROUPSIn prior work on the MCI, one method used to identify misconceptions was weekly interviews inwhich students from class would discuss current content, prior content, and the nature ofmisconceptions. This approach had limited usefulness because of two major problems. The firstwas the lack of focus for discussion with verbal dialogue only. The second problem was that thetwo or three students were hesitant to talk, possibly because they felt self-conscious or becausethey had little experience with reflective thinking. Both of these problems were solved with theapproach described here. First, using selected sets of questions from the MCI gave students afocal point with specifics that led to directed dialogue. Second, the presence of six

Conference Session

Promoting ET thru K-12 Projects

Collection

2004 Annual Conference

Authors

Naomi Gomez; Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

on culture and learning was designed to allowthe participants to explore theories and principles including reflection, learning styles, inquiryand how culture influences learning styles. At the end of the program, participants presentedtheir work, lesson plans, instructional materials, and learning activities they planned toincorporate into their classrooms. The participants met with their faculty sponsors on the daybefore the symposium for a practice run of their presentations. Faculty involvement in thereviewing the technical side of the work was critical and provided one more opportunity for thefaculty to learn what the participants gained from the experience. The symposium was held inthe last week of the research program, though not on

Conference Session

Web Education II: Hardware/Examples

Collection

2004 Annual Conference

Authors

Xueshu Song; Phil Pilcher; Radha Balamuralikrishna

an integratedmulti-media approach that reflects present day technological and socio-cultural aspects. Thethree learning modules developed thus far address diverse topics such as machine tool circuits,geometric dimensioning and tolerancing (GDT), and hydraulics, all geared towards thedevelopment of established competencies of the trade. The overall intent of this project was tocreate an application that would serve as a complete self-learning tool that not only deliverssubject matter content but also helps the learner engage in trouble-shooting exercises, examineand manipulate the application to analyze several what-if scenarios, and perform self-testing inorder to gage individual success in learning.This paper will focus on the three major

Conference Session

IE Accreditation and Program Issues

Collection

2004 Annual Conference

Authors

Mark Palmer; Terri Lynch-Caris; Matthew Sanders

. Second, expectations ofthe process within the faculty and student body is agreed upon and communicated. Third, a testbank of questions to reflect basic knowledge required to successfully complete each course iscreated and maintained by the faculty.Two primary outcomes are considered using the pre/post test assessment tool. First, the pre-testinformation from post-requisite courses can be shared to determine how well course topics arecovered and retained. Second, the post-test results are analyzed and compared to pre-test resultsto determine if students gained the basic knowledge required to complete the coursesatisfactorily. The pre/post test assessment tool is discussed relative to a larger course levelassessment methodology to be proposed

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Valerie Vance; Michael Cornachione; Harriet Cornachione

. Workshops onprofessional ethics, group dynamics and peer reviews are also incorporated in the class.Local professionals and other faculty participate as clients, consultants and experts. Surveys given to students at the end of the project reflect a moderate improvement instudent outcomes based on this class. Students appear reluctant to leave the organizedstructure of the classroom for the open ended problems presented by the design projects.Alumni, however, who have completed the sequence, have given strong endorsements.Local professionals and Industrial Advisory Committee members have expressedsatisfaction with the approach and objectives of the class