Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip M. Reeves, The Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; D. Jake Follmer, The Pennsylvania State University; Jessica Menold, Pennsylvania State University, University Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

found career success in some form or another, while moststudents are still exploring potential career options. Consequently, their views on the world,motivation, and future goals likely reflect their current status. A longitudinal study examininghow perceptions of entrepreneurship change based on career status and stages of adultdevelopment would be benefit and provide more insight on this issue. It is clear, however, that students and faculty members possess differentconceptualizations of entrepreneurship. Therefore, it is important to continually track students’perceptions in order to ensure that they view their education as relevant to their future careersand other personal goals. In entrepreneurial education, this may involve

Conference Session

Systems Engineering Division Technical Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Madeleine C Brannon, George Washington University ; Zoe Szajnfarber; Thomas Andrew Mazzuchi, George Washington University

Tagged Divisions

Systems Engineering

process, calculate takt time, and identify how to Balance and 6Sthe process.Week 5 concluded with a lecture on designing a test plan which would help the students with thetest day for the navigation challenge. The lecture emphasized the importance of testing andcreating a design which is flexible enough to account for reasonable variability. The studentswere assumed to have no statistical training and therefore, the lecture reflected their level ofcomprehension. Students were encouraged to think of the program they had created so far fortheir maze competition and what problems they could face if the maze was designed in a certainway which they had not yet anticipated. F. Week 6On week 6, students were given a brief overview of Systems

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michelle Oswald Beiler P.E., Bucknell University; Arthur D. Kney, Lafayette College; David A. Veshosky, Lafayette College

Tagged Divisions

Civil Engineering

c American Society for Engineering Education, 2012 Integrating The Charrette Process into Engineering Education: A Case Study on a Civil Engineering Capstone CourseABSTRACTAs engineering educators rethink the structure and value of capstone courses, many have turnedto practical applications. In order to reflect the recent approaches within engineering, capstonecourses can be enhanced through the integration of charrettes. Charrettes are hands-on,collaborative sessions where stakeholders come to a design consensus. These sessions provideopportunities for students to improve communication, technical evaluation, teamwork, peerevaluation and professionalism skills. This research provides a framework for adapting thecharrette

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Jiancheng Liu, University of the Pacific; Kyle A. Watson, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Paul Henry Schimpf, Eastern Washington University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Ismail I Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J Wood, U.S. Air Force Academy; Brock U Dunlap, University of Texas, Austin; Ella R. Sargent, University of the Pacific

Tagged Topics

NSF Grantees Poster Session

. Page 23.224.7 4  Figure 1. Kolb Learning CycleLearning StylesEach FE ALM developed in this work is designed to span a spectrum of different characteristicsin which students learn. The Felder-Soloman Index of Learning Styles25 is composed of fourdimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global [Table 1].Active learning tools are designed to meet the needs of students with a range of learning styles.Particular approaches to teaching often favor a certain learning preference. Therefore it isimportant to incorporate a variety of teaching approaches This index can assist instructors increating active learning modules

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

researcher’s bias inmedia selection and should be stated for use in analysis. For Dilbert, the three main themesidentified by the researcher are 1) social awkwardness of engineers, 2) engineers believe that allnon-engineers are ignorant and 3) all engineers are white males. For Mythbusters, the mainthemes are 1) science is fun, 2) white males are the leaders in engineering and 3) science is aboutblowing stuff up. For The Big Bang Theory, the main themes are 1) social awkwardness ofengineers, 2) engineers have extreme difficulty interacting with the opposite sex and 3) engineersare white males. The themes identified in these media articles reflect the nerd identity theorypresented by Kendall that show that nerds are socially awkward white males 6. When

Conference Session

Minority Student Success

Collection

2013 ASEE Annual Conference & Exposition

Authors

Annita Alting, Grove School of Engineering, The City College of the City University of New York; Feridun Delale, City College of the City University of New York; Joseph Barba, City College of the City University of New York

Tagged Divisions

Minorities in Engineering

of the City College of New York (CCNY), anurban commuter college offering over 100 degrees in liberal arts and social science, science,education, engineering, medical studies and architecture. The diverse student body of CCNYconsists of about 13000 undergraduates and over 3000 graduate students, including more than200 Ph.D. students in engineering. Grove’s student body reflects a similar diversity, with over2200 undergraduates, about 480 master’s students and approximately 200 Ph.D. students. Atpresent, the school offers eight ABET accredited undergraduate programs in biomedical,chemical, civil, computer, electrical and mechanical engineering, computer science andenvironmental science & systems engineering. The school offers seven

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin M Fitzgerald, Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

NSF Grantees Poster Session

professor and chairperson of the Childhood Education Department at SSU,works to ensure that the students from Dr. Bade’s course are later placed in practicumexperiences with teachers who have been trained in engineering and technology content andproblem-based pedagogy. There are many players involved in an elementary teacher’s preservicepreparation, but when there is fluid communication and collaboration between them all, newteachers enter the classroom confident that they can teach engineering and technology to theirstudents, and committed to the importance of doing so.How do we measure success?Measurement of the BEST project’s success has centered on two main areas that reflect theoverarching goals of the grant: • How helpful does the faculty

Conference Session

State of Manufacturing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hugh Jack, Grand Valley State University

Tagged Divisions

Manufacturing

demand means that there has been little success inaddressing these needs. Given that there is little difference between the academic and practitioneropinions the problems are not based in a lack of interest, other factors must be involved. Recommendation: Apply new and innovative efforts to address Automation and Control, CAD/CAM, and Lean Manufacturing in the curriculum.Areas with a high, but decreasing demand include Advanced Processes, Basic Science andMathematics, Materials Science, and Product Design. This reflects the success of various groupsin addressing these needs. Naturally these efforts that have begun in these areas should continue. Recommendation: Continue curriculum development work in Advanced Processes

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

reflected about her summer experience, she talked about what she had learnedabout herself over the summer. In terms of her career, she gained many different perspectivesabout her future research goals, possibilities, and preferences. Estelle’s academic perspectivegains related to what would be expected of her in undergraduate and graduate programs. Thefollowing quote illustrated how Estelle has synthesized her research experience to apply to heracademics for next semester. “I’m going to stick in my Biology major. I was trying to switch because classes started getting hard. But after, basically, learning that I can learn a vast amount of things in a short amount of time. And that I gained confidence in how I can, like, actually

Conference Session

Implementing the BOK - Can it Be Done?

Collection

2005 Annual Conference

Authors

Karl Meyer; Allen Estes; Ronald Welch

and summerschool is only an option for those who fail a course. The large core curriculum requires morehumanities courses than most other engineering programs. Figure 2 reflects a benchmarkingeffort that compares the number of semester credit hours in the humanities and basic scienceareas at USMA to those required in some other prominent civil engineering programs. Certainlyother schools do not require four semesters of military science and physical education.Considering this is a military academy, it is not surprising that there are other mandatory Page 10.1472.5activities that contribute to the BOK – particularly in those outcomes

Conference Session

Early College Retention Programs

Collection

2005 Annual Conference

Authors

Wayne Burleson; Theodore Djaferis; Paul Dobosh; Orin Hoffman

introduced but not explicitly related toeach design task. While students, when asked, successfully modeled basic componentslike a potentiometer and a light sensor, we found that when working on their own designprojects, the instinct to model a component or system wasn’t developed enough forstudents to pursue the strategy on their own. In the second version of the course, the labswere restructured to reflect and promote both the DMII design process as well as theIdentify, Interface, and Integrate strategy. While the I3 strategy leads the student throughintegrating a component into the system, the DMII strategy guides the system design as awhole.3.3 Choose appropriate technologies to expand the robotic system.Although new technologies were

Conference Session

Issues in Computer Education

Collection

2005 Annual Conference

Authors

Leo Benegas; Rick Covington

essay, it seems odd that it should suffer a higherfailure rate than other challenging freshman-level courses in calculus, physics, or engineering.Many educators have begun to assign the blame on the teaching approach. In this paper wecritique some current teaching approaches and agree that this is one source of the problem. Aglance at almost any textbook on introductory programming will reveal a presentation that startsfrom many flawed assumptions about the target audience, and that does not follow well-established principles for how to teach technical material. Computer programming educationsimply is not as mature as the teaching of the sciences and engineering, and this is reflected inthe CS1 failure rate. In this paper we explore some

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

George Nowak; Barry Shoop; Lisa Shay

characteristic impedance of the transmission G + jωCline. Z 0 represents the amplitude ratio between the voltage and current at every point along thetransmission line, and φz indicates the phase shift between the two values.To obtain a simplified picture of the evolution of the voltage and current signals, assume that thetransmission line is infinitely long (or that the load impedance is perfectly matched with thecharacteristic impedance), so there is no reflection by the load (V − = 0) . Then, assuming thatthere was no initial phase at z = 0 or that V + is purely real, the propagating voltage and currentsignals can be written as V + −αz V ( z, t ) = V + e −αz

Conference Session

Scholarship in Engineering Technology

Collection

2004 Annual Conference

Authors

George Morgan; Gene Gloeckner; Amin Karim; Ahmed Khan

, professor Guskey points out their keyweakness: Research shows that after the first couple of years in the college classroom, most professors and instructors settle into a fairly stable pattern of instructional practices. Based almost on trial-and-error learning, they develop a personal repertoire of instructional techniques that is only occasionally refined as a result of classroom experiences. Although typically derived without the benefit of critical reflection or collegial feedback and exchange, this repertoire provides these veterans of college classrooms with a sense of security and certainty about what to do, how to do it, what will work, and what is likely not to work. Suggestions of

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Anant Kukreti

, andpresentation. The work accomplished by the participants in the three projects is described nextin this paper.2. Selection of the Research Projects The principal concern of current seismic design practice is to prevent the collapse of thestructure and avoid the associated loss of human life. It is, however, extremely uneconomical todesign structures to remain completely elastic under strong seismic loading. Classical methodsof earthquake resistant design reflect a compromise between the needs for absolute safety andeconomy, and are based on the concept of controlled damage under extreme seismic motions.This controlled damage may be achieved by allowing parts of the structure to yield (undergopermanent deformation). One of the projects selected for

Conference Session

Potpurri Design in Engineering Education

Collection

2004 Annual Conference

Authors

Daniel Jensen

Conference Session

Entrepreneurial/Innovative Communication

Collection

2004 Annual Conference

Authors

Roxanne Spray; Lori Donath; Nancy Thompson; Theresa McGarry; Elisabeth Alford

negotiatingmeaning.The majority of S3’s participation was in his analysis of the work he had left to do to completehis honors college requirements, and a great deal of reflection of how the things he learned in Page 9.869.9 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationRCS improved his communication skills; the bar graph reflects this level of participation. Thedata on contributions per participant in Figure 2 are summarized in Table 2. Faculty

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

James Middleton; Cheryl Gengler; Antonio Garciq; D. L. Evans; Sharon Robinson Kurpius; Peter Crouch; Dale Baker; Mary Anderson-Rowland; Chell Roberts; Stephen Krause

confidence in engineering-related endeavors is what we term the useof "design-driven to meet societal needs" hypotheses. Our approach is aimed at developingdesign skills in students and facilitating students in their pursuit of designs to meet societalneeds. All students can resonate with designing and building devices to meet a current need, butparadigmatically this approach better serves currently underrepresented groups such asminorities and women because the science and math are brought in contextually rather thanthrough inquiry and because students can reflect on their role as engineers.The notion of contextuality as an important factor in how students from different culturesdescribe themselves and make sense of the world around them embraces

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Abdel Mazher

this area of education. The development ofhigher education for the engineers in this country will undoubtedly include the need to respondto the changing nature of engineering itself. There are many factors in the world today that willshape the future of engineering education. Engineering is no longer an isolated field of activity inour society and the engineering education is changing reflecting a greater concern about thesocial, the political, the economic and the financial issues. A comprehensive picture for thefuture of engineering education must take these factors into consideration.Assessment of engineering education in the beginning of 21st century requires reviewing thephilosophy of the engineering education. This revision should

Conference Session

Professional Graduate Programs

Collection

2003 Annual Conference

Authors

Duane Dunlap

technology.Appendix A in this paper reflects the attributes for high-quality professionally oriented graduate programs.These attributes include: • Engaged Participants • Participatory Cultures • Interactive Teaching and Learning • Connected Program Requirements • Adequate ResourcesWhile the conventional measurements of program quality for traditional research-oriented graduateprograms in engineering and science have been centered primarily on the quantity of expenditure of externalresearch funding and productivity of the research faculty, Conrad and Haworth have proposed a newengagement perspective and definition of high-quality programs  “as those which contribute to enrichinglearning experiences for students that have

Conference Session

Advisory Boards & Program Assessment

Collection

2003 Annual Conference

Authors

Teresa Cutright; Helen Qammar

that faculty grades and the PSU ratings are not the only measurements ofperformance since this data is owned solely by the faculty. Building on the theory ofconstructivism and the usefulness of self-reflection in the learning process, the students’ self-assess their abilities at the end of each course. An example of a student learning survey forProcess Controls is shown in the appendix. The statements in the survey were developed,primarily by the course instructor, based on the specific outcomes that course is slated to quantify.The outcomes statements are not used directly because they lack specificity to that course andmay be misinterpreted by the students. The department staff compile the survey results andfaculty use the survey information

Conference Session

Project Based Education in CE

Collection

2002 Annual Conference

Authors

Eric Matsumoto

deliverable. To encourage full participationof all team members, students are informed that, at the end of the semester, all team members willconfidentially grade themselves and their teammates in writing, based on team contributions, andthat project grades will reflect this grading. Guidelines also note that the instructor may makeadjustments to balance out the teams if necessary, though this has not been necessary to date. Page 7.511.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering EducationProject

Conference Session

Assessment and Its Implications in IE

Collection

2002 Annual Conference

Authors

Richard Storch; Catherine Scott; Cynthia Atman

the perceptions that prompt the interpretations may have a great impact onsurvey results. Interviews or focus groups can help us to understand these perceptions andinterpretations. This understanding, in turn, can help us to define the outcomes for our programs,construct survey questions that reflect the language of the respondents, or interpret surveyresults.The purpose of our focus group study at the University of Washington was to help faculty andstaff in the industrial engineering department (“the department”) to understand studentperceptions and interpretations of four of the ABET outcomes that are particularly broad andabstract. We wanted to understand not only how students define these outcomes but also howwell they think the

Conference Session

Integration vs. Compartmentalization

Collection

2003 Annual Conference

Authors

Jeff Goldberg

Session 2561University of Arizona has been in operation since it was funded by NSF in 1996. The program isdesigned to provide the capable and motivated student with an excellent grounding in the liberalarts that is thoroughly integrated with mastery of the skills and concepts that are fundamental tomodern engineering thought. The program is designed to enable students to choose theirprofessional or career directions from a much wider range of options than are typically availablevia traditional engineering curricula. The Program has the following mission statement: The BAE program provides a vehicle by which students can plan a course of study that reflects their interests in the arts, humanities, business and social sciences, and

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Carolyn Clark; Prudence Merton; Jim Richardson; Jeffrey Froyd

, and conceptions ofhow the world operates. In its simplest form, the mental model of change, prevalent at thebeginning of the FC and reflected in the action plan, focused on developing and perfecting a pilotcurriculum. It is depicted in Figure 1. Then a miracle happens and it is Implement adopted! pilot Develop curriculum and carefully

Conference Session

Innovations in Teaching Mechanics

Collection

2003 Annual Conference

Authors

William O. Jolley; Hartley T. Grandin, Worcester Polytechnic Institute; Joseph Rencis, University of Arkansas

form compare the hand and FEM solutions for the shear force at the nodes to 1b. Compare the hand and FEM solutions for the total weight and center of gravity of the 2d structure in tabular form. What is the relative percentage error of the results? Consider that the left support is removed. Are the results obtained by FEM reasonable? 2e Explain. Consider the eight-element model in 2a. At the left support now use a pinned support and 2f reanalyze. Compare the vertical deflection at the mid-span to the vertical deflection obtained at the mid-span in 2b. Explain why you get the same solution. Do the beam elements reflect any sort of stress concentration

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Barbara Masi

process from mini-design problems, which focus on problem solving skills, to majorcapstone design projects, which encompass many skills 2, 4, 9, 26, 30, 31, 33, 35, 47. Leifer has notedthat instructing students in the engineering design process provides an opportunity forintroducing constructivist learning experiences into engineering student classroom activities 22.He drew on Kolb’s experiential learning model which describes learning as taking place in aniterative cycle of four basic steps: reflective observation, concrete experience, activeexperimentation, and abstract conceptualization. Based on this cycle, Leifer suggests thatengineering design and technical concepts should be intertwined. In this way, students can bestlearn technical

Collection

2000 Annual Conference

Authors

Richard Barke

. Sustainabledevelopment raises questions that can be answered only by a dialogue that includes physicalscientists, life scientists, engineers, social scientists, and ethicists, as well as the lay public,policy makers, and business leaders. Bodies of scientific and technical knowledge areseparated by disciplinary boundaries that reflect not only cognitive and methodologicaldifferences, but also political forces within the disciplines. These are manifested in thearticulation, aggregation, and representation of each discipline’s interests within systems ofprofessional rewards that are resistant to change. Disciplinary forces are also exhibited in theinfluence of disciplines and their formal organizations on research practices, and in thecurricula and textbooks by

Conference Session

Collaborations with Engineering Technology

Collection

2002 Annual Conference

Authors

PK Raju; Chetan Sankar; Glennelle Halpin; Gerald Halpin

theresponses from 17 workshop participants. First, the workshop participants responded to a five-item four-choice Likert-type rating scale that measured the extent of theiragreement/disagreement with statements regarding the workshop. The four-choice Likert scaleresponse options ranged from strongly agree to strongly disagree. The same participants alsoresponded to three open-ended questions. Presented in this report are frequencies of responses to the five four-option Likert-scaleitems. The first item was “The workshop provided hands-on experiences using innovativeeducational materials.” Responses are reflected in Table 6.Table 6: Frequencies and Percentages Choosing the Various Response Options to Item 1:The Workshop Provided Hands-On

Collection

2001 Annual Conference

Authors

Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

. Page 6.1002.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationThe ETW experience made such a dramatic impact on the team’s teaching performance3 thatthey felt motivated to pass along these hints for successful teaching. The teaching hints, whichcan be categorized into four areas: organization, preparation, practice, and rapport, weredeveloped after review of the journals kept by each team member during the workshop and thediscussions of common experiences at their respective universities during the year followingETW. The journals not only stimulated reflection by each member (material, methodology