Conference Session

"Green" Topics in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University; Jon M. Stevens, Bowling Green State University

Tagged Divisions

Architectural

. However, this requires that true integration of theoretical, practical and self- regulative knowledge takes place.”[3]From this position it can be inferred that a key difference between traditional cooperativeeducation models, full semester formal employment experience, and project based learning liesin the self regulative characteristic of the experience. Self-regulative knowledge has receivedattention from both educational and working-life researchers. Theorists of adult education havetypically discussed it in terms of reflective thinking and theorists of student learning in terms ofmetacognitive skills. [5] Page 22.370.2According to

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

needs, e) identify, formulate, andsolve engineering problems, and k) use techniques, skills, and modern engineering toolsnecessary for engineering practice –neither motivated the change in the laboratory experiencenor reflect the goals of our pilot project. Rather, one would expect to observe greater differencesbetween the groups on criteria such as h) understand the impact of engineering solutions inglobal and society context which, unfortunately, is not measured using this specific tool.Fortunately, the complete set of ABET criteria were included in student surveys, as discussed in Page 22.374.9the following section, so a qualitative

Conference Session

Preparing Engineering Students for the Global Workplace, Competency, and a Successful Career

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yi Shen, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Yating Chang, Purdue University, West Lafayette

Tagged Divisions

International

orienting experiences that help develop their cultural awarenessand orientation. This could include relevant activities “at home,” such as coursework orextracurricular experiences, or short-term travel programs. Second, instructors and programadministrators should be mindful of the different levels of cultural awareness and appreciationthat exist among participants in global educational experiences, and use this knowledge to tuneorientation and program activities accordingly. To support development of global competency,students should be provided with a variety of reflective learning opportunities that allow them toengage, understand, and appreciate cultural differences.Our study also points to numerous opportunities for further research, some of

Conference Session

Engineering Mechanics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Keith Berrier, University of Saint Thomas; Andrea Guggenbuehl, University of Saint Thomas, Health and Human Performance Department

Tagged Divisions

Mechanical Engineering

consisted of motion capture for a low-casting trapeze swingingfreely with no human on it. A piece of reflective tape was placed on the side of the trapeze andvideo was taken of it using the same process that was used for the German wheel lab.Students were then asked to model a human on the trapeze as a double pendulum by hangingweights . To do this, students first needed to find the center of gravity for one member of their Page 22.416.9group. Note that the CG needs to be calculated with the student’s hands extended overhead.Weights (approximating the weight of this student) were hung from the trapeze using a strapwith a length that was

Conference Session

IE Technical Session I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Industrial Engineering

social purpose: an integrative approach to the development of optimal human functioning. Educational Psychologist, 42(3), 153-171.   10. Hadgraft, R., Goricanec, J. (2007). Student engagement in project-based learning. Proceedings of the 1st International Conference on Research in Engineering Education, ASEE, ISBN: 0-87823-193-5. 11. Maleki, R. (2009). Business and industry project-based capstone courses: Selecting projects and assessing learning outcomes. Industry and Higher Education, 23(2), 91-102. 12. Maleki, R. (2009). Business and industry project-based capstone courses: A reflection on the performance of student teams. Industry and Higher Education, 23(2), 103-110. 13

Conference Session

Curricular Developments in Energy Education I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

conclusion of the Fall 2010 Semester, 74students had completed the EGE 5303 Energy and Environmental Management I course over theseven times it had been offered, although not all of those students were intending to complete theCEEM. In other words a few of those students were taking the CEEM-required course as aMechanical Engineering degree elective only.) Some of the 36 students completed an earlieriteration of the requirements wherein students were required to complete only one course, butneeded 18 months of experience and/or training instead of 12 months. The following results area reflection of both sets of students. Page 22.467.8An anonymous

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

(Ruth) Jill Urbanic, University of Windsor; Susan S. Sawyer-Beaulieu, University of Windsor

Tagged Divisions

Design in Engineering Education

, poor parts accessibility and lack of appropriate tools, made partsrecovery difficult. However, it was observed that the students had difficulty translating IE toolsto assess a non-standard problem. Overall, they had a lack of practical knowledge with respect tousing hand tools, making good estimates and understanding manufacturing and assemblyprocesses. In Table 2 there is a summary of the student assessments for the various components,and the instructors’ assessment of the students work. The students also recognized their lack ofexposure to practical knowledge. This is reflected in the student feedback survey (selectedcomments are presented in Table 3). Selected student comments related the usefulness of theworkshop or desired changes are

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, and information literacy is crucial todeveloping those skills. For example, Shuman, et al, when describing requirements for lifelonglearning, explicitly includes informational components, expecting students will Demonstrate reading, writing, listening, and speaking skills Demonstrate an awareness of what needs to be learned Follow a learning plan Identify, retrieve, and organize information Demonstrate critical thinking skills Reflect on one‟s own understanding1.There is substantial overlap between Shuman‟s lifelong learning competencies and thoseidentified by the Association of College and Research Libraries in their Information LiteracyCompetency Standards, which include Determining the extent

Collection

1999 Annual Conference

Authors

Scott Wayne; Alfred Stiller; Kristine Craven

’ as he directs student inquiry, guides design activities, and provides reflective feedbackbased on his own knowledge and experiences. Although the Guided Design Model was welldeveloped and widely recognized, there existed a growing perception among faculty within thecollege that students entering the sophomore year were weak in math and computer skills andhad difficulty integrating knowledge. Recently, pilot Freshman Engineering courses were implemented to address theseconcerns [3, 4, 5, and 6]. In these courses, specific emphasis was focused on: • Incorporation of more rigorous design, based on math and science principles into design project activities; • Reinforcement of math and basic science concepts through parallel

Collection

1999 Annual Conference

Authors

Michael Lee; Charles Sampson; Ingrid St. Omer

the interest of potential employers. Thepsychological effects of the media and changes in affirmative action and equal opportunityprograms were reflected in their choice of words and phrases. When I got there, it was so amazing to me to see thousands of young black people who is interested in engineering. I became happy inside because I have never been expose to that type of environment before. Every time I saw a group of black people in one area, there was trouble. Everyone there was on one accord and about taking care of business. So, now I know there are some civilized black people. Well before I begin I would just like to say that I really enjoyed myself and it felt really good to be around so many smart, clean

Collection

1999 Annual Conference

Authors

Hai-Shuan Lam; Kurt C. Gramoll

. However, one problem with thechalkboard is the smeared chalk when erasing. This is easily solved however, by using a wetsponge instead of a regular eraser, for cleaning the board. This eliminated the thin chalk film andgreatly increased the contrast. The disadvantage of using the wet sponge is the board takes about30 - 45 seconds to dry. Substituting the chalkboard with a whiteboard solves that problem, butbecause of its smooth surface, whiteboard reflects a glare on its surface. The glare regions do notview well on video and some writing becomes unreadable.Another major concern is how far should the camcorder be positioned. Most camcorders comewith digital zoom feature. However, some digital zooms will simply dither the image to give afalse

Collection

1999 Annual Conference

Authors

James Devault

CommentsThere is ample evidence that the mobile robotics course works. Anonymous comments onstudent course evaluations, conclusions drawn in final reports, and personal communicationsfrom past and present students indicate this to be an important and valuable experience. Thefollowing student comments reflect the nature of the experience from the student’s perspective."This class is one of the few where you get hands-on experience, to apply what you havelearned, and a chance to utilize your own ideas. It is easily the class I have learned the mostfrom in college" [Student course evaluation, 1997]."...every problem yielded a new thing learned. I feel lucky to have had the experience. The

Collection

1999 Annual Conference

Authors

Stephanie Cauble; Ann D. Christy; Marybeth Lima

experiences, and their reflections and opinions regardingwomen in engineering, and to make recommendations to better integrate women into allengineering disciplines.II. Materials & MethodsA 47-item survey was designed to evaluate the demographics, academic history, workand family issues, career issues and perceptions of female professors inBiological/Agricultural (and related) Engineering (BAE). A list of 67 North Americanschools with BAE departments was determined from the 1996-1997 ASAE roster.Female professors were identified from this list by phone calls to the department and byinformation provided by schools’ websites. The survey was sent out by email to 60candidates. Although the number of women surveyed is small, it represents the

Collection

1999 Annual Conference

Authors

Rama K. Vedachalam; George L. Engel

EvaluationWhile it is always difficult to assess the effectiveness of a course,the performance of the studentsin the class was encouraging. This was reflected by the final grade distribution: A 9 B 11 C 1 D 0 E 0 I 0 Average grade: 3.3 / 4.0Moreover, each semester, students are provided with course evaluation forms which theycomplete in class, collect, and then return to the department’s secretary. As part of the courseevaluation, students are asked to evaluate the course and the instructor in very specific ways. Asummary of the responses to two of the questions is provided below.• Was this course interesting and

Collection

1999 Annual Conference

Authors

Laura J. Genik; Craig W. Somerton

were power system analysis, refrigeration systems, psychrometrics,combustion, heat exchangers, and numerical heat conduction. Though this list of topics mayseem to be a hodgepodge, it is somewhat reflective of the eclectic nature of engineering.Through the use of a theme problem for the course, three computer mini-design projects wereconducted. The use of the theme problem provided continuity to the course and demonstratedthe engineering relationships of these eclectic topics.The theme problem chosen was the analysis of a land based gas turbine power system. The threemini-design projects assigned focused on power system analysis, heat exchanger design, andnumerical heat conduction. For the first project, students were provided with computer

Collection

1999 Annual Conference

Authors

Francois Michaud; Mario Lucas; Gerard Lachiver; Andre' Clavet; Jean-Marie Dirand; Noel Boutin; Philippe Mabilleau; Jacques Descoteaux

Figure 1. ROBUS (RObot Université de Sherbrooke)To accomplish these goals, we decided to develop an autonomous mobile robot that could beeasily expanded and used in various activities of both curricula, that could adequately reflect thechallenges in electrical and computer projects, and that could be supported by good developmenttools and documentation. This paper describes the mobile robot developed and named ROBUS,shown in Figure 1, and explains how it is used in various activities. After having described thecharacteristics of ROBUS in Section II, Section III explains how it is used to introduce electricaland computer engineering to teams of first-year undergraduate students in a project calledINGÉNIUS. Section IV describes how ROBUS is used

Collection

1999 Annual Conference

Authors

Magaly Moreno; Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman

Belief that one is innovative; has good mechanical and 1 – does not strongly hold this belief technical attributes. 5 – strongly holds this belief Page 4.133.3ii The clustering of the attitude measures has been statistically updated to reflect instrument use across many institu-tions; thus, deriving a true cross-institutional instrument.The post-questionnaire is then given at either the end of the freshman year or during the lastweek of first semester, depending on the institution. The post-questionnaire includes 20

Collection

1999 Annual Conference

Authors

Michael Robinson

overheadtransparency that could be used in the presentation of their solution to the class. At the end ofthe period, a single student was chosen randomly to present the solution developed by his or hergroup. This pattern of individual reflection and cooperative group problem solving followed byrandom student presentations was followed in the cooperative exercises throughout the unit.The cooperative groups were chosen to be heterogeneous groupings of two or three studentswhose membership remained fixed throughout the unit. The instructor has chosen themembership in the groups in the cooperative classes in two ways. In the first class to use thecooperative strategies, group membership was chosen primarily to provide each group withnearly equal capabilities in

Collection

2000 Annual Conference

Authors

Cecil Beeson; William Gay

. Page 5.4.6The advisory committee continued to meet. Important issues discussed were 1) the increasingneed for computer network training, 2) what network operating systems to introduce, 3) the needfor a full time faculty member to be hired as a teacher and program director, 4) employmentopportunities, 5) present and future laboratory needs, and 6) the availability of co-op positions.VIII. The third year ( 1998-1999 )During the early summer of the second year of the program, we decided to pause for a period ofanalysis, assessment and reflection. The program was maturing in an orderly, controlled mannerand the time was right to perform some pre-planned tasks.When the program was initiated in 1996, two (2) study plans were available: a 16 credit

Collection

2000 Annual Conference

Authors

Veronica Ramirez; Saleh M. Sbenaty

Company.IV. Air Monitoring System DevelopmentThe proper development of a cost effective air quality survey involves not only air qualitymonitoring, but also meteorological monitoring, calibration, and data acquisition systems.Failure to recognize this fact results in a design that is based on many compromises, which mayfail to meet the sampling objectives. A cost effective system should reflect both the realities ofcurrent air quality monitoring system technology and the ultimate application for which themeasurement system is intended. It is especially important to develop a systematic plan for theimplementation of the system in advance of choosing specific pieces of hardware.Air quality monitoring systems require the determination of air quality in

Collection

2000 Annual Conference

Authors

Qunying Gao; Robert W. Nowlin; Rajeswari Sundararajan

these objects. Page 5.132.3DatabaseA database is a collection of related data. It has the following implicit properties:1. A database represents some aspect of the real world, like names, locations, and addresses. Changes to the data are reflected in the database.2. A database is a logically coherent collection of data with some inherent meaning. A random assortment of data cannot correctly be referred to as a database.3. A database is designed, built, and populated with data for a specific purpose. It has an intended group of users and some preconceived application in which these users are interested.A database can be of any size and of

Collection

2000 Annual Conference

Authors

Veronica D. Hinton-Hudson; Brenda Hart

(game).” “No snacks between the breaks.” “No breakfast in the morning at the 9:00am session.”These comments indicate that the students clearly reflected on their most and least likedelements of each Saturday’s session. This feedback was used to further improve and enhancefuture camp programs. Page 5.134.10VIII. Preliminary Post Secondary ResultsA survey was sent to the 23 students who were graduated in the class of 1999. These studentshad been 10th graders when they participated in this pilot study. There was a 65.2% return rate(n=15). When asked about their career choice as they prepare to enter college during fall 1999,4.6% indicated a

Collection

1997 Annual Conference

Authors

Ronald E. Yoder; D. Raj Raman

absolute certainty in design parameters. Westrongly feel that these problems are symptomatic of most current engineering curricula, whichfocus on engineering science for three years and typically leave design, ethics, communicationskills, teamwork, meaningful computer use, and other critical skills for the final year.In this mode of engineering education, students are lulled into thinking that engineering isprimarily concerned with substituting numbers into equations, rather than about solvingproblems. Their blind reliance on equations reflects a lack of understanding of the physical andbiological basis for the equations, a deficit for which both they and their professors must sharecredit. Trained in this manner, students react negatively to the

Collection

1997 Annual Conference

Authors

Alexandre Cabral; Rolland Viau; Denis Bédard

3,6 2Table 5 : Reasons for failures (Q9). Pre test Post Test ∆ M σ M σ MPerseverance (Q14) 3,60 1,04 3,36 1,20 -0,24Learning strategies 3,93 0,79 4,11 0,74 0,18(Q13)Self monitoring (Q3) 3,81 0,58 3,71 0,72 -0,10Table 6 : Indicators of motivation.It may seem surprising to observe a reduction in the quantity of time the students put in theirwork outside the classroom. It may reflect the fact that the students gained information moreeffectively in the classroom as the term went

Collection

1997 Annual Conference

Authors

Jerry W. Samples

completed the USMA ISW. In thematerial which follows, the mentor who recently completed the USMA ISW is called the juniormentor while the other mentor is called the senior mentor.3. Course DescriptionThe core of the T4E short course was the Teaching Techniques Workshop. The schedule for thisworkshop is shown in Figure 1. This program of instruction reflects the authors' genuine beliefthat teachers learn to teach by: Teaching. Watching other teach. Sharing ideas about teaching with others. Receiving constructive feedback from: x other teachers. x students. x ourselves.Thus the Teaching Techniques Workshop included a series of seminars, demonstrations, and labsthat provided the participants with ample opportunities for each

Collection

1997 Annual Conference

Authors

Michael E. Gorman; Matthew M. Mehalik; Julie M. Stocker

people by altering the myth most of us live by--once we haveinternalized a new myth, we will know how to share resources, not just with other human beingsbut also with other species. What Quinn is outlining is a process of moral imagination:recognizing that one's cultural world view is a myth, trying out another view, and seeing howproblems look from that perspective.But one should not hold the new view dogmatically. Moral imagination is a tool for combatingdogma, for recognizing that there are different ethical perspectives that can be applied to aproblem. The hope is that by exercising moral imagination, practitioners will become reflective,considering alternative views and arriving at decisions that are better than one could developfrom only

Collection

1998 Annual Conference

Authors

Lynn Bellamy; Barry McNeill

answers to question 1.Learning Objectives - What Is Involved?In developing the learning objectives associated with a course we rely on the followingassumptions about learning: Page 3.112.11. There is a taxonomy associated with learning, i.e., there are different levels of learning to which someone can know and use information (knowledge).2. The different levels of learning are observable or measurable.3. The levels of learning are reasonably hierarchical.The first and second assumptions reflect the observation that there are noticeable, measurabledifferences between a novice and an expert in how they use information. The third assumption isbased on

Collection

1998 Annual Conference

Authors

Neima Brauner; Mordechai Shacham

accurate values for the condition numbers forhigh order polynomials). The condition numbers are minimal for the z-transformation andincrease in the following order: w-transformation, normalization and no transformation. Thereduction of the condition number corresponding to a particular polynomial order when using thew and z transformation (instead of normalization) is reflected in the lower variance valuesachieved with these transformations. It is to be noted, however, that the reduction in thecondition number when using normalized data instead of the original data, has no significanteffect on the order of the best-fit polynomial and its variance.Fitting Clapeyron’s and Riedel’s Equations to the DataClapeyron’s equation (the first two terms in eq

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Mrinal Saha, University of Oklahoma; Zahed Siddique, University of Oklahoma; Bipul Barua, University of Oklahoma; Firas Akasheh, Tuskegee University

of exploring options, and how different optionscan lead to different solutions for the same problem. It will provide students with instantresponses and reflection based on design requirements and student backgrounds. The CSIuses characteristics of role playing and scenario-based games and several commercialsoftware (e.g., Pro-Manufacturing, etc.) and combines them to illustrate manufacturingprocesses and engineering designs. Reasoning behind the answers are solicited fromstudents and weighted by instructors during grading. This is to overcome one of thecommon pitfalls of game-based learning: that students concentrate too much oncompleting design and become distracted from learning. Thus, students can explorealternate design decisions and

Conference Session

College-Industry Partnerships: Bringing Industry into the Curriculum Development and Design Cycle

Collection

2010 Annual Conference & Exposition

Authors

J. Shelley, United States Air Force; Kenneth Santarelli, Cal State Fresno

Tagged Divisions

College-Industry Partnerships

, theirdiscussion of case study as “… a form of deliberative reasoning (phronesis) about a situation inwhich there is a political imperative to act” (p.101) seems appropriate to the case describedherein. In this case study, an activity will be explored, in depth, bounded by time and activity andsequentially described through publication as the study matures. The purpose of this case study isto understand the processes required to successfully address a predetermined agenda and adefined outcome. This case study is purposefully driven in that it is being used to define,organize, understand, record, and report on those processes that are successful and those that arenot. It is a method of data collection and self reflection that will allow organized and