Conference Session

ECE Online Courses, Labs, and Programs

Collection

2005 Annual Conference

Authors

Rasha Morsi; Wael Ibrahim

disciplines. An investigation ofeducational web sites of 126 educational institutions that offer an Electrical and ComputerEngineering degree is used to provide information on whether or not this fast growth in onlineeducation is a representative of growth of online engineering disciplines. A comparison ofdifferent delivery methods for the online environment is presented as well as a review ofdifferent systems for offering electrical, electronics, and digital laboratories via distance learningis presented.IntroductionDistance learning or distance education is a term used extensively by colleges and universities todescribe remote delivery of course contents. It usually refers to off-campus sites, web-facilitatedcourses, and web-based (online) courses

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Ehsan Sheybani, Virginia State University; Giti Javidi, VSU

AC 2005-1035: INTERACTIVE MULTIMEDIA FOR TEACHING AN ONLINETECHNOLOGY COURSEEhsan Sheybani, Virginia State UniversityGiti Javidi, VSU Page 10.813.1© American Society for Engineering Education, 2005 Session XXXX Teaching an Online Technology Course Through Interactive Multimedia Ehsan Sheybani, Giti Javidi Virginia State University College of Engineering, Science, and Technology Phone: (804) 524-5722 Fax: (804) 524-6732

Conference Session

Web-Based & Distance Instruction

Collection

2005 Annual Conference

Authors

Scott Segalewitz; Charlie Edmonson

. The schedule included the dates and times for: • Attending the mandatory on-line classes • Optional on-line office hours • Homework assignments • Online quizzes and exams • Threaded discussion assignments.Online ClassesInstead of face-to-face classes, students were required to attend synchronous on-lineWebcasts one day per week. Course materials, such as the syllabus, schedule,PowerPoint notes, handouts, etc., were stored on WebCT. Students downloaded the Page 10.11.3PowerPoint notes and handouts prior to class. The classes were taught using PowerPoint Proceedings of the 2005 American Society for Engineering Education Annual

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Ismail Orabi

aquiz and have to complete it within the specified time limit.The course format is as follows1: • The online-based course is offered almost exclusively on the web. The class meets once at the end of the semester to present the final design projects. An optional brief meeting at the beginning of the semester is also held to go over the Blackboard tutorial and course syllabus similar to the ones in the traditional format, as well as for testing purposes. Course materials in the form of lecture notes, text-based supplementary materials, discussion groups, and testing are offered through the Internet. Blackboard is used as the course delivery platform. • The online-based course is composed of

Conference Session

Interactive Technology in the Classroom

Collection

2005 Annual Conference

Authors

Trev Harmon; C. Richard Helps; Michael Bailey

. Brumm, A. Ellertson, S. K. Mickelson, “Using ePortfolios to Develop and Assess ABET-Aligned Competencies.” Proc. American Society for Engineering Education 2003 Annual Conference, Session 1408.[3] E. F. Gehringer, “Why Aren’t Course-Management Systems Penetrating Faster?” Proc. American Society for Engineering Education 2003 Annual Conference, Session 2158.[4] S. F. Harris, “Applying Laptop Computers and Course-Management Software to Enhance Undergraduate Student Learning,” Proc. American Society for Engineering Education 2003 Annual Conference, Session 1532.[5] R. Hentze, A. Muto, “Sending HTML in E-mail – Status Report 2000.” Network Working Group Internet Draft, online at http://dsv.su.se/jpalme/ietf/mhtml-test/mhtml-status.txt

Conference Session

BME Introductory Courses

Collection

2005 Annual Conference

Authors

Mia Markey; Kathy Schmidt, The University of Texas at Austin

response to the midcourse evaluation. From the focusgroup feedback, we were able to identify specific approaches to addressing student concerns,particularly with regard to knowledge of MATLAB®.3.3 Access and Assessment Data3.3.1 BlackBoard®Within BlackBoard®, there are ways to track students’ usage. We were able to gather thenumber of hits made to each area (Table 10 andTable 11). For clarification, within the Content Area, course documents (i.e., syllabus,objectives, solutions, PowerPoint lectures, and so on) are stored. In the Tools Area, students areable to view their grades and they can also go directly to their grades via the Student Gradebook

Conference Session

Course and Program Assessment

Collection

2005 Annual Conference

Authors

Sohail Anwar

different avenues for earning college credit, focusing on whatstudents know, rather than on where or how they learned it. Undergraduate credits areearned through a variety of accredited sources including for-credit exams, distancelearning and online courses offered by Excelsior and other institutions; traditionalcampus-based courses; and military and corporate training. Excelsior’s graduate degreesare delivered online. Through these means, the college makes associate, baccalaureate,and master’s degrees more accessible to busy, working adults.Excelsior’s associate, bachelor’s and master’s degree programs in nursing are accreditedby the National League for Nursing Accrediting Commission. Its Bachelor of Science

Conference Session

Tricks of the Trade for Teaching I

Collection

2005 Annual Conference

Authors

Kemi Ladeji-Osias

for students (homework exercises, online tutorials), resources for faculty (solution manual, PowerPoint lecture slides), price, and acceptability. If many of your students transfer to other institutions, it may be worth considering a textbook utilized by many faculty in your discipline. A textbook is essential if at least 60% of your material and assignments are available in one source. Once a textbook has been selected, use it as much as possible. Students tend to dislike purchasing a required textbook only to have it lying unused. Some of the textbook publishers offer the option of creating a custom book for your course, which includes sections from several stand-alone textbooks.4. Course Syllabus: Once you have decided on

Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

John Board; April Brown; Joseph Holmes; Hisham Massoud; Steven Cummer; Jungsang Kim; Michael Gustafson; Leslie Collins; Lisa Huettel; Gary Ybarra

individualism.In order to achieve our goals, and to carefully ensure consideration of each of thesetradeoffs, we developed a series of roles to effect the organization necessary for thereform process. The key roles that have been developed and assigned are (1) courseleader, (2) theme team, (3) approval team, (4) advisory team, and (5) project manager.These roles are discussed in terms of the first stage of the curriculum reform: core coursedevelopment. There is one course leader for each new core course, and these individualsare charged with ensuring that a new course syllabus, instructional materials, andinstructional guidelines are developed. These individuals are the guardian for the courselearning objectives, and build a team to achieve their goals by

Conference Session

Student Learning and Research

Collection

2005 Annual Conference

Authors

Abi Aghayere

from any improvements in the course that may result from their feedback.To overcome this drawback, the author explores in this paper the use of ongoing assessment ofstudent understanding of course topics throughout the quarter using module surveys. In thispaper, the author presents the advantages of the ongoing assessment technique, the survey datafrom online and on-campus sections of the author’s structural analysis course, and feedback fromstudents regarding the effectiveness of the module surveys. This continuous improvementprocess has been successfully adopted in the author’s structural analysis, structural steel designand reinforced concrete design courses. The analysis of the data obtained from administering thissurvey to students in the

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Sohail Anwar

Association of Colleges and Schools since 1977.Recognizing that college-level knowledge can be obtained in many ways, Excelsiorprovides access to many different avenues for earning college credit, focusing on whatstudents know, rather than on where or how they learned it. Undergraduate credits areearned through a variety of accredited sources including for-credit exams, distancelearning and online courses offered by Excelsior and other institutions; traditionalcampus-based courses; and military and corporate training. Excelsior’s graduate degreesare also delivered online. Through these means, the college makes associate,baccalaureate, and master’s degrees more accessible to busy, working adults.Excelsior’s associate, bachelor’s and master’s degree

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Lisa McNair; Ben Miller; Judith Norback

. “Training Engineers to Write: Old Assumptions and New Directions,” Journal of TechnicalWriting and Communication, v26 n3 (1996): 325-33316 Zobel, Justin. 2004. Writing for Computer Science. 2nd ed. Springer-Verlag.17 Izzo, Jack. 2002. Development of an English for Specific Purposes, Technical Writing Course. The Internet TESLJournal. Accessed online 05.1.2005, http://tc.eserver.org/14065.html.18 Walker, Mirabelle. “Enhancing Students’ Learning While Developing Their Communication Skills.”Engineering Science and Education Journal, v8 n5 (1999): 201-205.19 Technical Communication. November 2004, Vol. 51, No. 4. (This publication typically contains several articleson applied research and one case history each month.)20 Churchill, Winston

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

Wes Hines; Mary Kocak; Kurt Gramoll

class can be as successful in teaching students.What was not evident in the test scores were all of the other benefits to online classes. Theconvenience of online classes is the top reason for taking the class (ranked first in the survey).The other two main reasons were work conflicts and distance to campus. These non-test scoreissues were better identified with a class survey. Parts of the survey are shown in Table 2. Score Question Score Question 1.64 Course Syllabus on the Web 2.64 The online course as a whole 3.09 eBook on the Web 2.73 The course content 2.00 Textbook (any textbook) 2.64 The effectiveness of

Conference Session

Trends in Construction Engineering II

Collection

2005 Annual Conference

Authors

Wafeek Wahby

of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationStudents may access the Syllabus, Schedule, Assignments, Quizzes, Frequently AskedQuestions (FAQ), Discussions, and Resources for the course at any time through thecourse web site. Assignments for a particular week are due on Sunday at 10:00 p.m. CST(Central Standard Time) to accommodate non-traditional students. Before Starting:Getting the student started in the online course is critical. Passing a carefully designedcrash course on how to study on-line can be a great help in this regard. In addition, anintroductory letter and possibly a training session are considerations

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

studentacademic progress and shows how learning outcomes can be used to provide focus for ISprograms. Achievement of learning outcomes enables academic institutions to monitor andimprove information systems programs. Two sets of learning outcomes are identified to providefocus to the curriculum. The college major learning outcomes form the basis of the curriculumand serve as a focus for curricular design and improvement. The University learning outcomesare an overarching set of higher-level outcomes. A master course syllabus that includes thecourse contribution to specific learning outcomes is developed. Instructors use the mastersyllabus to design course content and build learning experiences that are used to address adesired learning outcome. Students

Conference Session

Innovative Graduate Programs & Methods

Collection

2005 Annual Conference

Authors

Richard Goff; Janis Terpenny

, • Literature search on existing design courses, • Faculty Development Institute online course on Learner Centered Instruction, • Teaming, personalities, individual learning styles and differences, • FIRST LEGO® League activities, and • Communication and design assessment.2.2. Course Learning ObjectivesDesign in Engineering Education and Practice is a one-semester 3-credit course. Havingsuccessfully completed this course, the student will be able to: • Describe engineering design process, • Compare and contrast design across engineering and non-engineering disciplines, • Develop a syllabus for a design course in their own discipline, • Develop assignments and projects for a design course, • Describe effective project

Conference Session

Web-Based Education

Collection

2005 Annual Conference

Authors

Heather Cooper

Session 3120 A Unique Web Environment for a Remotely Accessed Laboratory Heather L. Cooper, David W. Goodman Purdue UniversityAbstractWeb-based learning is a hot topic; both online courses and remotely accessible laboratories arewidespread. Implementation of various course management systems and other distance learningresources has become common for online courses. Similarly, many new approaches to web-enabled data acquisition have been developed for online laboratory experiments. This paperdescribes a new online framework for laboratory experiments that combines existing

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Alvin Lester; Bruce Mutter

applications. Testing opportunities will bedevised through models similarly employed by Sylvan Learning Centers and National Council ofArchitectural Registration Boards (NCARB) allowing online vignettes and projects. Theresearch will help determine the extent and volume that portfolio materials will be allowed to beused as submissions for program requirements.The research will analyze the hardware needs required by the institution for customers. Costanalysis will relate to delivery of the program, individual courses, and impacts on facultyresources. Research will examine development of marketing strategies and propose marketpricing for tuition and fees required by the program.1. INTRODUCTIONThe CART Course Management System (CMS) was developed by

Conference Session

Accreditation and Related Issues in ECE

Collection

2005 Annual Conference

Authors

Fong Mak; Stephen Frezza

program outcomes.The ECE department maintains a curriculum matrix that gives the overall view of correlationbetween ECE courses and the corresponding program outcomes. The curriculum matrix is infact a collective overview of a more detailed curriculum matrix that relates each course’s studentlearning objectives to the program outcomes. The overall curriculum matrix is maintained on-line, and is updated each semester when faculty enter their course objectives on-line [3, 4]. Thisprocess is part of a course-exit survey system [3], and includes faculty entering portions of theirsyllabus online. Figure 1 illustrates the objectives correlation of course objectives to theprogram outcomes for one course

Conference Session

New Approaches & Techniques in Engineering I

Collection

2005 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

Studio .NET, Accessibility in Visual Basic .NET5. Master course syllabus with certification objectives.An examination of the certification objectives mapping into the textbook topics as listed in Table1 shows that some objectives are not covered by the selected textbook. Objectives 5.1 ~ 5.5 ondeploying a Windows-based Application, and 7.1 ~7.2 on Configuring and securing a Windows-based application. These objectives can be covered by the reference book titled “Programmingwith Microsoft Visual Basic .NET: An Object-Oriented Approach” by M. Ekedhal and W.Newman13. Appendix II lists the contents of the chapters of the textbook. Moreover, theobjective 1.10 on implementing globalization and 1.6 on implementing online user assistance are

Conference Session

Information Integration

Collection

2005 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

skills to be productive by acquiring one or more IT certificates. The IEEE andACM recognize the importance of the IT certification and provide their members with over fourhundred online courses leading to technical certifications.In this paper, a comprehensive model curriculum that fulfills the IS 2002 recommendations, the Page 10.782.2ABET criteria and the integration of certifications is proposed. In order to meet the accreditation Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationrequirements, the

Conference Session

Curriculum Development in Civil ET

Collection

2005 Annual Conference

Authors

Aiman Kuzmar

-Course Structural Engineering Sequence, Proceedings of the 2002 ASEE Annual Conference and Exposition, p. 12285- 12292, 2002.8. Tabatabai-Gargari, M., Project-Based Steel Design Course, Proceedings of the 2004 ASEE Annual Conference and Exposition, p. 11537-11546, 2004.9. Hipp, J., Course Syllabus for Sociology 114: The City and Urbanization at the Department of Sociology at the University of North Carolina at Chapil Hill, , Fall 2002.10. Mitchell, Course Syllabus for English 123: College Research Paper at the Department of English at the University of Northern Colorado, < http://www.unco.edu/che/syllabi/eng123/mitchell2005.pdf>, Spring 2005.11. McMullin, K., Course Syllabus for CE 163 – Design of

Conference Session

Innovation in Curriculum Development

Collection

2005 Annual Conference

Authors

Susan Coleman; Hisham Alnajjar; Hesham Elsaghir; Alan Hadad; Donald Leone

processed before applying GIS processes to solve the problem. The process of developing a course syllabus was initiated which involved the selection ofa course text, and laboratory workbook. The greatest effort in this phase was directed to thedevelopment of the lecture material, laboratory exercises, and the expansion of the GATE website. The lectures presented material generally covered in the text and lab text, but supplementedwith other information. A new second edition of the text previous used was chosen - “An Introduction toGeographical Information Systems, 2nd Ed.” by Heywood, Cornelius, and Carver. This textcovered the basic fundamentals of GIS without getting into the details of individual GISsoftware. It also had the

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

John Lamancusa; Laura L. Pauley; Thomas Litzinger

analysis from different courseswithin one application. Course enhancement efforts have been developed by many facultymembers in the department. These activities include a computer simulations component in thefluid mechanics lab with an online tutorial, interactive computer analysis during class in thevibrations course, integrated lectures and laboratories in control systems, and an added CADcomponent to the components design course. Through these initiatives, cost-effective ways toincorporate active learning into MNE courses have been developed, with demonstratedimprovements in student learning. The faculty has observed benefits from active learningcomponents in the knowledge and interest that students display in their courses and inengineering in

Conference Session

Embedded Computing

Collection

2005 Annual Conference

Authors

Daniel Pack; Barry Mullins

improve his hardware and softwareengineering skills. Making the project open-ended made it fun for the student. Althoughthe project time took away some lecture time from the course, the experience of thestudent demonstrated that the tradeoff was worthwhile. The detailed course information Page 10.421.6can be obtained by contacting the third author. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationReferences1. EE 383 Course Syllabus, United States Air Force Academy CO, 30 December 2003.TYLER W. GILBERT graduated from

Conference Session

Multidisciplinary Design

Collection

2005 Annual Conference

Authors

Meredith Aronson; Reid Bailey

areas of comparable weakness. This group,however, dominated by a number of adjunct faculty whose job security was directly tied to theirdesign course, did not come to a consensus about an integrated design program. But the seedswere sown with key players who were to influence later steps towards integration.In 2003, a single faculty member was both teaching the mechanical engineering course and themultidisciplinary course, taking steps to optimize the strengths from each program and create ashared Mechanical/multidisciplinary syllabus. This faculty then became an advocate for a sharedsyllabus. During this year, meetings occurred between faculty involved in Electrical andComputer Engineering and the multidisciplinary team to discuss a shared

Conference Session

Recruiting, Retention & Advising

Collection

2005 Annual Conference

Authors

Richard Whalen; Susan Freeman; Beverly Jaeger; Bala Maheswaran

the course. At thebiweekly meetings, team members report on their progress, pitfalls, and successes. This leads toa better understanding of what works and what doesn’t. The use of other team members as asounding board for possible exercises or course changes gives an instructor the confidencenecessary to implement more radical ideas for the first time in front of the class. This is nottraditionally how it was done in the past. An instructor typically had a course description, textbook, and a previous syllabus that could be used to develop a course for the first time. This isneither fair to the instructor put into this situation nor to the students who are expecting thehighest quality of instruction. Freshman

Conference Session

ECE Lab Development and Innovations

Collection

2005 Annual Conference

Authors

Peter Idowu

electronics course syllabus (fall 2003).WEEK TOPICS (1.1– 2.10) Introduction to the course - converter classification, switches, modeling using MATLAB - 1. SimPowerSystem. Power Computations – power & energy, L & C, power definitions, power in sinusoidal and non- sinusoidal circuits. Homework project – (3.1- 3.12) Half-Wave Rectifiers – R, R-L loads, R-L & L source load, Freewheeling diode, capacitor filter, 2. controlled rectifier, commutation, simulation in MATLAB. Homework project – (4.1-4.3) Full-Wave Rectifier – Single-phase full-wave rectifier, controlled full-wave rectifiers. Simulation in 3. MATLAB

Collection

2005 ASEE Midwest Section Conference

Authors

Judith Collins; Alysia Starkey; Beverlee Kissick; Jung Oh

TAC ABET criteria encouraged technical writing faculty/librarians to instructdatabase use beyond the offerings in Engineering Compendex and IEEE. Students wereshown how to place technology issues in a broader social and industrial context, forexample, by utilizing peer-reviewed journals in academic, business and industry fields inExpanded Academic Index or Business and Industry indexes. The technical writingfaculty incorporated IL outcomes into her syllabus in the fall of 2002. (Other colleges,for example Arizona State University-East, have also experienced successful integrationsof IL into a polytechnic curriculum by focusing on course outcomes in a technical writingcourse, where partnerships between technical communication and the library

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Edward Goo; Maura Borrego

thesemester.Table 1. Topics included in Introduction to Materials Science and Engineering course discussed in thispaper. The course substitutes for first-semester chemistry for aerospace, mechanical, electrical andindustrial engineering majors. A chemistry textbook is used. Syllabus (Lecture) Topics Laboratories Atoms and Molecules Determination of Avogadro's Number Atomic bonds Atomic Spectroscopy Gas, liquids and solids Thermal Reduction of Copper Ore to Copper Metal Chemical reactions, equilibrium and kinetics Crystal Structures of Metals Crystals, crystal defects and symmetry Crystal Structures of Ionic Solids Thermodynamics