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

Collection

2001 Annual Conference

Authors

Steven de Haas; S.K. Ramesh; Preetham Kumar; Michael Fujita; Elizabeth Raley; Andrew Lindsay

sense. Mirrors reflect, lenses focus, prisms refract, and multiple slit- Page 6.172.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationgratings diffract laser light. All of this may be seen in one setup with the help of a lightscattering machine, often called a ‘fog machine’.In addition, several other lasers are also used in tandem with the fixed wavelength HeNe laser,notably, a tunable gas laser. The tunable laser may be dynamically tuned to ‘red’, ‘orange’, and‘yellow’, and observers may see a dynamic

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Engineering Design Graphics

-engineering own knowledge and to seek advice, reflect on their own capabilities, Engineers Nova Scotia's continuing learning and development, and importance of being part of a knowledge and skills to assist in and/or undertake research, to invite peer review, benchmark Learning professional excellence commitment to undertake

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhao Chad Kong; Angie Martiza Bautista-Chavez, Rice University; Andres J Goza, Rice University; Rachel Jackson, Rice University; Kurt Kienast, Rice University; Sam Oke; Juan A Castilleja, The Boeing Company; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

22.814.3on anecdotal evidence from teacher feedback to improve students’ understanding of fundamentalengineering concepts8,9,10. The Integrated Teaching and Learning (ITL) Program at theUniversity of Colorado at Boulder developed a Creative Engineering course for students at anearby high school. This course focused on hands-on design based engineering in conjunctionwith the high school curriculum and demonstrated that students had increased confidence in theuse of engineering methods to solve problems11.Research on learning styles reflects the positive impact of integrating kinesthetic learningenvironments with traditional learning structures. A recent study showed that learning is aconglomeration of a variety of interactions12. The results

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Christopher D. Wilson, Tennessee Technological University

Tagged Divisions

Chemical Engineering

was never presentedas strictly a classroom course and the faculty have always utilized a portion of classroom time fordiscussion, student presentations, workshop activities and laboratory research. In 2006 it wasofficially changed to 2 cr hr “lecture” plus 1 cr hr “laboratory,” mostly for administrativepurposes and because it better reflects the distribution of what actually takes place.The course content has been detailed elsewhere 13, but is summarized here. There are five majorelements of the course: 1. Faculty led presentations – The course is not a “materials science” class and so does not cover classical material science topics such as the structure of matter. Rather, it is focused on processing and characterization of

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

approximately ten months later, this paperdiscusses the participants‟ reflections on their experiences at the initial workshop andexpectations about their own institution‟s future curriculum reform efforts.The Curriculum Development for Student Learning WorkshopFor over thirty years, hundreds of educators from around the world have attended the ConnectingStudent Learning Outcomes to Teaching, Assessment, and Curriculum workshop at AlvernoCollege in Wisconsin. The workshop highlights successful curriculum design and assessmentpractices that focus on student-centered learning. Educators learn about its innovative, evidence-based and externally validated curriculum during an intense three-day experience. Using thetools and information gained from the

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and participant do not know each other well. They alsoencourage participants to become storytellers, since cultural norms dictate that people use photosto tell others about events that occurred in the past.Researchers have made other arguments about the value of using photo elicitation in studies,including: photos can help describe situations more easily,17 can extend “personal narratives thatilluminate viewers’ lives and experiences, especially when viewed in a group setting;”18 can helpprompt interviewers to ask specific questions they may not have otherwise considered includingasking for data that may be “invisible to the researcher but apparent to the interviewee”(Schwartz 1989); can help participants reflect on their beliefs and express

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

and students improveand adjust their learning.32, 33, 34In the Generate Ideas (GI) stage, students try to create solutions to a novel and challengingproblem. It provides practice with the cognitive and affective sides of creative problem solvingand is the primary step where innovation is developed.35Since students reflect on what they know and determine what they need to learn, the GI stageexercises metacognition.36 When working in teams, the students share ideas and developdifferent perspectives on the problem.37 If students attempt to understand and solve the problembefore they receive instruction, it can help their learning30 and increase the probability that theywill create guiding questions.38Frequently, college engineering students are

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elena Poltavtchenko, Northern Arizona University; John Tingerthal, Northern Arizona University

Tagged Divisions

Liberal Education/Engineering & Society

ofrevisions based on (a) conversations with the engineering faculty teaching the course, (b)analysis of several grading rubrics used for assessment of writing in the disciplines, andengineering writing in particular26, and (c) a pilot of using the designed rubric on students’writing projects. The heavy weight on formatting (25%) reflects the importance of being able tofollow instructions, an area that has been shown to be problematic for students. The final rubric(see Appendix A) included the following categories: completeness (20%), formatting (25%),data/results presentation (25%) and appropriateness of writing for intended audience (30%).Note that this rubric is only intended to measure the areas of organization, design/format andmechanics/style

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Rebecca K. Toghiani, Mississippi State University; Christopher Dawson, Mississippi State University

Tagged Divisions

Minorities in Engineering

paper, such as developing relationships, changing paradigms, and minority student groups,are more extensively discussed by Johnson, Fromm, and Van Aken, respectively10-12.Goals of This Survey Effort & Subsequent PaperThis effort strives to lay out a tangible guide to involve faculty / administrators from majority(and all) backgrounds to engage in diversity issues, climate assessment, and environmentimprovement in a meaningful and proactive fashion. Experiential reflections from the facultyauthors and student authors are included along with a summary of data from a survey of students.The full survey is provided in the appendix.The survey invitation was sent to 11 American Indian/Alaskan Native, 99 Asian, 714 AfricanAmerican, 82 Hispanic, and