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2001 Annual Conference

Authors

Steven Myers; Kathleen Nunnally; Catherine Blat; Patricia Tolley

three or more sessions as the benchmark, itwas determined that the more stringent standard would lend credibility to results and perhapsprevent allegations that students were more likely to attend only before tests.Figures 1 and 2 compare the percentage of students, by gender and ethnicity, respectively,attending SI five or more times versus those who do not. The data reveal that that there is virtuallyno difference in terms of who attends SI. It is interesting to note that the demographics of thestudents who attend SI are reflective of the demographics of general population of the college. Figure 1 SI* vs. Non-SI by Gender 100

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2001 Annual Conference

Authors

Robert Montgomery

that your sabbatical objectives reflect a realistic load, and so that you don’t return to anangry department head or dean. If students ask about contacting you while on sabbatical, useyour head as well as your heart in answering, and if you expect to be writing letters ofrecommendation for your students while on sabbatical, factor this activity into your plans. All ofthe above activities involve a time penalty, and will exact a corresponding hit on your writingoutput.• Take into account differing departmental or campus “cultures” – Some are better thanothers for productivity in writing and research, particularly with regard to collaboration withpeers and the like. During negotiations with the dean at the host institution, be certain to

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2001 Annual Conference

Authors

Lisa Ritter; Barbara Lazarus; Susan Ambrose

Session 2492 Surviving and Thriving in Engineering and Science: A Woman’s Guide to Navigating the Ph.D. Barbara B. Lazarus, Lisa M. Ritter, Susan A. Ambrose Carnegie Mellon UniversityAbstractThis paper is based upon findings from the authors’ recent book, The Woman’s Guide toNavigating the Ph.D. in Engineering and Science.1 Here, we present some typical challenges thatwomen may face in engineering and science doctoral programs, and share some insights,reflections and strategies from women who are working toward or who have completeddoctorates in engineering or

Collection

2001 Annual Conference

Authors

Richard Seagrave; R. Vigil; Debra Hawker-Schreiner; Charles Glatz

appliedrapidly. The content and format of the course evaluations was modified to reflect EC2000.Specifically, the first seven questions come directly from the previously used college prescribedform and provide information with regard to instructor teaching effectiveness, instructoravailability, appropriateness of course materials and classroom environment. The remainingquestions are based on the primary outcomes to which the course is expected to contribute, asdefined in the course description. The evaluations are completed on multiple choice bubblesheets each semester in each of the undergraduate courses. Room for comments is also providedand often used for additional questions posed by the instructor. The Testing Services group atISU completes the

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2001 Annual Conference

Authors

Elizabeth Berry; Robert Lingard

we know that students, for the most part, fear publicspeaking, we spend some time giving suggestions about effective speaking and practicing briefimpromptu talks.Out of Class ActivitiesCompletion of Kolbe A Index Online: Students individually access and complete the Kolbeinstrument through a Web facility.Required Minutes, Reports: Each group is required to document meeting times, memberspresent, and accomplishments. The preparation of an agenda is required for each meeting andstudents write notes of each meeting for a final report to be handed in at the end of the semester.Reflective Process - Group and Individual: During the semester and at the end students areasked to reflect on the group process and the technical difficulties they had in

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2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

Annual Conference & ExpositionCopyright C 2001, American Society for Engineering Educationintegrate their experiences with this newly acquired knowledge. Donnie read theportfolios and made the following observation:Donnie: Most of the work is of poor quality - - more diary-like than analytical, more check-the-block than reflective.This saddens me. I wrote these comments most often on thejournals: "nice diary, very observational . . . but . . . .very little substantive reflection . . .void of analysis."The journals tell me that we’re doing the right thing withregard to stepping back and letting the students takeresponsibility for the course. Most students offer thatthey know something needs to be done . . . but they opt towait for someone

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2001 Annual Conference

Authors

Robert Bishop; Richard Dorf

Collection

2001 Annual Conference

Authors

Jeffrey A. Donnell

below. Nose, with Guidance Warhead Fuel and Motor Sonar United States Patent # 6,032,460Figure 1. Schematic view of a torpedo, showing the placement of subsystems associated withtarget acquisition, guidance, propulsion and detonation. Labels are italicized to highlight the linkbetween illustration and text discussion. The numbered statements here are arranged to reflect a logical sequence of information.Statement 1, the figure citation, merely signals that an ensuing discussion pertains to a particularfigure. Statement 2, the objective statement, motivates that illustration, posing the challenge orneed that the

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2001 Annual Conference

Authors

P. David Fisher; Diane Rover

f. SystemInstructions:Report implementation factors for the engineering unit as a whole and for each program being evaluated. Data onthis table should reflect the current level of Criteria 2000 implementation. Refer to Figure A-1, Matrix forImplementation Assessment for descriptions of implementation levels. Enter a numerical value that most accuratelydescribes the extent to which: a. Program Educational Objectives have been established and maintained b. Constituents are involved in helping set program objectives and in evaluating the level to which they are being achieved c. The required Processes are operational d. Outcomes Assessment is being practiced e. Results of outcomes and

Collection

2001 Annual Conference

Authors

Wilfrid Nixon

approach was needed. This wasprecipitated by three factors. First, there was a feeling that the course, and in particularthe projects, were getting stale. This may reflect unease among the faculty regardingtheir ability to develop meaningful projects. In previous years, a number of students hadcommented in class evaluations that they did not feel the projects were realistic. Second,recent experience in the Mechanical Engineering department in the College ofEngineering showed that it was not only possible to incorporate real world projects intothe curriculum, but it could be a highly effective learning experience for students. Third,a number of practicing civil engineers, especially contacts through the Iowa Section ofASCE, had expressed interest

Collection

2001 Annual Conference

Authors

Janet Schmidt; Ardie Walser; Barbara Bogue

lessresearch oriented institutions. The video upon which the workshop is based reflects information gathered ininterviews with twenty-four engineering students from the Penn State campus during thesummer of 1996. The workshop development has been described in a previouspublication3 and assessment data for the workshops themselves will be presented in aseparate publication. A full description of the project with copies of all tools will beavailable via a website (http://www.engr.psu.edu/itow) under development at Penn State(projected launch date, May 2001). The workshop can be conducted in one hour with pauses after each of the threesections in the video for discussion. Guided facilitation of the discussion creates a highlyinteractive

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2001 Annual Conference

Authors

Larry Shuman; Graciela Perez; Mary E. Besterfield-Sacre; Harvey Wolfe

large extent, the measurement of whether ornot the desired educational outcomes are achieved depends on the graduates’ collectiveperceptions about their acquired abilities and skills. These perceptions are influenced by theculture of the school, the students’ prior experiences, out-of-classroom experiences, andinteractions with students from other schools as well as the opinions of students and alumni. Themore the perceptions reflect reality, the more sound the judgment of the person; and soundjudgment means success [8]. However, contrary to a tangible measure, a “perception scale”shows uncertainty in its continuum [9]. This makes applying pure statistical methods to analyzeperceptions impractical (and potentially biased). Here resides the core

Collection

2001 Annual Conference

Authors

Franklin King; Keith Schimmel

outcomes for the course learning objectives. 3. To determine if the course syllabus was covered. 4. To determine if the course design content was met. 5. To evaluate the data from the assessment instruments to determine if the course outcomes have been met. 6. To specify the minimum course learning objectives. These objectives should reflect the desired design content of the course. Additional objectives may be added at the discretion of an individual faculty member teaching the course. 7. To select the course text(s) and software packages. Page 6.51.5 Proceedings of the 2001 American Society for Engineering

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2001 Annual Conference

Authors

Vic Cundy; Don Rabern; David Gibson

, so one might make rational choices for reallocation,future assignments, or workload adjustments. Where the model accurately reflects what facultyare doing it does not assess the quality in which they do it. No attempt is made to assign qualitymetrics, instead the intent of the model explores the variety of tasks and the costs associated witheach of those tasks.Balancing Department/College workloads: As data is compiled from each faculty and compiledautomatically for the departments and finally the college, the workload model enables departmentsto compare activities across traditional departmental boundaries. The workload compilation andother measures such as cost per student credit hour, cost per course, laboratory costs and others

Collection

2001 Annual Conference

Authors

Trevor Harding

has been conducted onlarge samples of students from a wide cross-section of disciplines. Given thatengineering students are some of the most frequent cheaters, more research is needed toexamine this phenomenon.The preliminary results of a pilot study on cheating, using a small sample of engineeringstudents from a private, mid-western university, provide a glimpse of the magnitude ofthe problem. The research results presented here are being used to lay the ground workfor a more complete survey that will be distributed to students at Kettering University aswell as engineering students at area public universities and community colleges.Students will be asked to reflect on their own moral feelings about cheating and thesituational factors that

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

: Guest speakers representing a variety of work settings and professionalexperiences spoke about their career as professional industrial engineering practitioners. Fourguest speakers were distributed spread through the term. Each speaker was asked to describetheir IE work setting and to give insight into projects on which they have worked. Students wereprompted to reflect on the experiences of the guest speakers in terms of the various dimensionsof professional practice activity (i.e., the EC2000 learning outcomes).Design Project: For the term project, students were asked to develop a tool to educate a selectedaudience about industrial engineering. As part of this project, students were asked to select aninteresting work setting and then work out

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2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

issuggested that these design experiences be based upon a well-founded definition of the nature ofdesign, and that the design experiences reflect this foundation. It is further suggested that thesteps of the design process be firmly established, and that each design experience recognizes thevalidity of this process as it progresses. Early analysis of the graduates of this program seems toindicate that they are measurably better prepared for engineering leadership and managementpositions, and, those who wish, are accepting the most sought after graduate study fellowships.As the program develops, the view from the inside is that it can only get better.The following table displays the performance record of the students in the mechanical specialtyof the

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2001 Annual Conference

Authors

Nora Christianson; Henry Russell

position to developstrategies to ensure current and future workforces that reflect the diversity of the nation.DefinitionsAmerican Asian/ All persons having origins in any of the original people of the Far East, SoutheastPacific Islander Asia, the Indian Subcontinent, or the Pacific Islands. This area includes for example, China, Japan, Korea, and Philippine Islands and Samoa. American Indian/ All persons having origin in any of the original people of North America, and who Alaska Native maintain cultural identification through tribal affiliation or community recognition. Black All persons having origins in

Collection

2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

simple. It simply asked each student to write their impressions of theirteammates and their contribution to the project. No guidelines were given to help studentscategorize the evaluation (e.g. no rating scale was provided) and it was not clear if they were torate technical ability or contributions and commitment to the team effort. Also, students did notreceive enough feedback following the submission of the forms. Some of the student who werenot performing to teammates’ expectations were probably not aware there was a problem.For the following year a new peer evaluation form and process based on the work of Felder wasadopted 13. This form clearly indicated that the students were to reflect on their teammates’efforts and contribution to the

Collection

2000 Annual Conference

Authors

Rahul Bargava; Michael Rosenblatt; Howard M. Choset; Amy Graveline

large number of students in the course, provides anobjective standard for evaluation, and reinforces the importance of producing workingresults. Conversely, it discourages creativity, and often does not reflect the amount ofeffort that has gone into an assignment where 90% of the robot works, but a minimal 10%prevents it from accomplishing the task. In cases such as these, the current grading criteriadoes not take into account the 90% functionality, and a poor grade becomes negativereinforcement of what in many cases were still 10-15 hour efforts. We are currentlyconsidering a number of hybrid design-review/performance grading schemes.We are currently planning the Fall 2000 semester version of the course. The updatedschedule will drop one lab

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2000 Annual Conference

Authors

Andre Clavet; Mario Lucas; Gerard Lachiver; Francois Michaud

. This followsprinciples of experiential learning as developed by Kolb7: "Learning is the process wherebyknowledge is created through the transformation of experience" (p. 38). Finally, we can seesome connections between the contest and ideas related to project-based learning, problem-based learning and cooperative learning principles. Project-based learning and problem-basedlearning as two new models of teaching and learning that emphasize curricula that provideopportunities for sustained thinking. “Project-based learning (…) starts with a problem, called a«driving question», (…) focuses on the construction of intermediate and final artifacts that serveas foci for discussion and reflection. In both cases, the authenticity (i.e., how much the

Collection

2000 Annual Conference

Authors

Leon L Van Dommelen; Yousef Haik; Namas Chandra

lectured, and more time onunderstanding it. However, when the instructor lectures by computer, the lecture is likely to goat a more rapid pace because the constraint of writing essential information on a blackboard isgone. One of us (NC) increased the number of examples, while the other (LvD) expandedexplanations. NC also expanded explanations in his notes, while LvD’s notes reflect what heused to write on the blackboard in earlier years. NC added a significant number of worked-outexamples not previously possible. All the web pages used in the lectures were compiled bychapter and are made available to students.One of us (LvD) once taught an entire lecture through the whiteboard when the web server didnot want to serve the lecture notes. Several

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2000 Annual Conference

Authors

Hakan Gurocak

with touch monitors. Just like the hardware used in thefirst laboratory session, it has a push button and a latching stop button (Figure 5b). The studentswill run the HMI on their laptops and will push its buttons on the touch monitors with theirfingers, actuating the lights of the signal tower in Vancouver over the Internet. Figure 5a. Hardware for laboratory 2 Figure 5b. HMI to be used with touch Page 5.356.8 next to a PLC. A small motor with a monitors to control the hardware for reflective wheel was installed under the laboratory 2 from remote sites over the signal tower

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2000 Annual Conference

Authors

Charles V. Camp; Anna P. Phillips; Paul Palazolo

, and problem solving skills based on authentic civil engineeringtasks.During the spring semester of 1994, the Department of Civil Engineering at a large urbanuniversity in the Mid-South reviewed the courses offered for the freshman and sophomore years.The course offerings included a three-hour traditional surveying course, a three-hour course oncomputer usage, and a three-hour programming course. Each of the courses had been developed anumber of years earlier and appeared to no longer reflect the skills or needs of studentpopulations. Both faculty and student interest in these courses was waning. Students would oftenput these courses off until their final year in the program when they were "gotten over with

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2000 Annual Conference

Authors

Mike Papadakis

one case we found a Fault tree concerning CAT.I failure of a main attitude instrumentcalled the gyro horizon. The failure mode and effect went like this.A: Failure - day light - good weather, Instrument not required.B. Failure - night – bad weather, Stand by indicator, condition controlled.The problem was that some years later the Accident board found the stand by instrumentunreliable and defective and said replacement required.This entry was not reflected in an updated failure modes and effects study.DOCUMENTS: Fault Tree and USAF accident report Late date fault tree/update II.In a case where the First Article testing of a submersible fuel pump required dry runningfor several hours without

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2001 Annual Conference

Authors

Shirley Fleischmann

. The bike project works well becausestudents can stop in and spend 30 minutes or an entire day fixing bikes; either way theyare making a positive contribution. The project does not require large blocks of tightlyscheduled committed time. As we approach a “bike give-away” event we do schedule aworkshop – often on a Saturday morning, but even these events allow students to drop into work for the length of time that is comfortable to them. It is important to have help forthis kind of a project, but it does not require that the same people come to help all thetime. This allows many students to participate at a level that they find comfortable.Finally, it is important to provide an opportunity for reflection and discussion. When webuilt the

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2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

result that all members of the groupagreed upon. This idea of assessment-based cooperative learning was enthusiastically receivedby the students and this was reflected in both the student evaluation (exam) and teacherevaluation. The second idea he implemented by being accessible to his students, and hetranscended the cultural barriers by being friendly. Even today Jacob volunteers at opportunitiesto teach, and he attributes many aspects of time management and research resources to the TIPworkshops and the atmosphere that the university’s teaching culture set up.Case Study: NanaThis case study illustrates the impact of the NEO program on new teaching assistants like NanaMurugesan

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2001 Annual Conference

Authors

Ingrid St. Omer

. Approximately 57% of the students indicated a cumulative GPA of 3.00or better, equal to the percentage of students expecting a grade of B or higher. All of the NAUstudents and almost 73% of the UMN students indicated that they attended a minimum of 75% ofthe class. Only 20% of the UMN students felt they had completed at least 75% of the assignedwork or reading before attending class. In contrast, 81% of NAU students felt they hadaccomplished a comparable level of preparation, although this was not generally reflected in Page 6.219.2their in-class performance.Proceedings of the 2001 American Society for Engineering Education Annual Conference &

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2001 Annual Conference

Authors

Dick Desautel

).Student learning objectives in each course must directly support achieving one or more programoutcomes at some level of achievement, e.g., introductory, advanced, design. In summary,learning objectives (skills) from the courses must map into program outcomes which themselvesmap into program educational objectives. The integration and growth in achieving an outcomeduring progress toward the degree is fundamentally documented and described by the OutcomeNotebook. Outcome notebooks replace course notebooks as the central documentation forprogram assessment (and accreditation). This reflects the change of accreditation focus from Page

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2001 Annual Conference

Authors

Susan Sharfstein; Patricia Relue

1 $1,600.00 $1,600.00Pumps Cole Parmer Variable Speed Drive 10 $283.50 $2,835.00 Pump-head 10 $117.00 $1,170.00Bunsen Burners Fisher 10 $20.00 $200.00Pipet Aids Fisher 10 $50.00 $500.00Total $77,712.64a In general these prices reflect educational or large purchase discountsb Marsh Biomedical Systems gave us specific discounts on these items, but similar discounts can be negotiated with other