Conference Session

Frontiers in Engineering Economy

Collection

2010 Annual Conference & Exposition

Authors

Joseph Hartman, University of Florida; Jennifer Smith, University of Florida

Tagged Divisions

Engineering Economy

video1,5. This course is completely asynchronous such that the instructorwill generally only “meet” students over the phone, via email, or online discussion sessions.)The Provost’s initiative has clearly reduced the burden of course development often criticized byfaculty3 by funding technical support. A course syllabus, outline (which lectures are to bedelivered in sequence), slides/materials for each lecture, and assignments were merely “given” tothe technology team in the traditional format. In order to facilitate “easier” grading, quizzes andassignments had to be converted to multiple-choice format. Furthermore, instructor time wasrequired to capture any videos required.The initial design was for the Industrial and Systems Engineering course

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Maya Trotz, University of South Florida; Ken Thomas, University of South Florida; Jeffrey Cunningham, University of South Florida; Qiong Zhang, University of South Florida

Tagged Divisions

Educational Research and Methods

AC 2010-675: IMPROVING WRITING IN CIVIL AND ENVIRONMENTALENGINEERING COURSES USING CLAQWA, AN ONLINE TOOL FOR WRITINGIMPROVEMENTMaya Trotz, University of South Florida Dr. Maya A. Trotz is an Assistant Professor of Civil and Environmental Engineering Department at the University of South Florida. She received her B.S. in Chemical Engineering from the Massachusetts Institute of Technology and her M.S. and Ph.D. degrees in Civil and Environmental Engineering from Stanford University. Her research, teaching and service are at the nexus of geochemistry/water quality and global/community sustainability. Her interests are interdisciplinary, applied and seek to forge non-traditional university

Collection

2010 ASEE Zone 1 Conference

Authors

Vijay Kanabar; Virginia Greiman; Jim Cormier

Communication and Collaboration in an Online Masters Degree Vijay Kanabar, Associate Professor, Boston University Virginia Greiman, Assistant Professor, Boston University Jim Cormier, Lecturer, Boston UniversityAbstract Communicating with students and encouraging collaboration poses a major challenge in distanceeducation. In this paper, the authors present lessons learned from an online master’s degree program; eachhad successfully developed courses to teach engineers and managers project management at a distance.The first section introduces online learning and illustrates the tools and interactive technologies used tocommunicate with students. The second

Collection

2010 ASEE Zone 1 Conference

Authors

Salah Badjou

Integrating Online Learning to Junior-Level Electromechanical Design Salah Badjou, Ph.D. Department of Electronics and Mechanical Wentworth Institute of Technology, Boston, MA 02115 Session Topic: online and distance learning for engineering and technology AbstractThe following paper reports on the results of efforts at integrating online learning to the currentJunior-level Electromechanical Design course at Wentworth Institute of Technology. This is anintense course where in one semester students are expected to complete an original design and aprototype. Project and time management are critical. Groups are

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach; William Sullivan, DeVry University

Tagged Divisions

Mathematics

measured againstperformance criteria. One of the preferred methods for stating performance criteria is in the formof a rubric. The rubric is applied by the teacher to the student’s body of work. In activelearning, the rubric can be applied by the student and confirmed by the teacher.Method This is a report on an investigation into active learning that took place in a Calculus II classtaught by one of the authors. The course was complimented with an online resource shell whichprovided a number of resources to the student available 24 hours a day, 365 days a year throughany Internet enabled (TCP/IP compliant) computing platform. The course had an establishedduration of eight weeks. The professor was available for in-person interaction onsite to

Conference Session

Industry based new Innovative and Nontraditional Curriculum in Industrial Technology and Industrial Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Julie Little-Wiles, Purdue University, West Lafayette; Stephen Hundley, Indiana University-Purdue University, Indianapolis; Erich Bauer, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

communication?To determine student usage of OnCourse, questions were directed toward their desire to accesstheir grades and to make use of various tools within OnCourse such as messaging, assignments,the syllabus, and resources such as supplemental reading materials or presentations. Studentswere also asked if they had taken an exclusive online course and if yes, what was theirexperience with the course and would they recommend it to others.General questions were more opinion based asking what students liked most and least about theOnCourse site as well as if they felt their instructors were using the site effectively. Studentswere then given the chance to submit their comments on how best to improve the site and usageby their instructors.Common

Conference Session

Experiences in Teaching Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Garcia, Miami Dade College; Jonathan Andrechik, U.S. Coast Guard

Tagged Divisions

Energy Conversion and Conservation

Renewable Ocean Energy Seminar is evaluated as a success inits first offering.Course StructureThe Renewable Ocean Energy Seminar was a one-credit course that met once a week for theentire length of the Spring 2009 semester. This was an elective course offered in addition to therequired courses of the U.S. Coast Guard Academy. The course started with thirty-one students.Two students dropped the course before the end of the semester, resulting in twenty-ninestudents completing the course. During the first class meeting, students were given a syllabus,outlining the course and the grading structure. The course was web-enhanced with the use ofBlackboard, where assignments were submitted for sharing amongst all students, and referencesto additional

Conference Session

Multidisciplinary Engineering Technology Courses

Collection

2010 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina, Charlotte

Tagged Divisions

Engineering Technology

and Knowledge of Contemporary Professional, Societal, and Global Issues (ABET Criteria j)Although certainly addressed during the classroom discussions, the central piece of culturaldiversity education sprang from a requirement for students to select and attend outside-the-classroom cultural events. Students were required to select and attend a minimum of four (4)events that would ultimately broaden their cultural horizon. The course syllabus published anumber of events that are provided through the University Multi-Cultural Resource Center (SeeAppendix B for a list from this semester). These events change each semester and typically offera diverse array of subjects and guest speakers. Students may select from this pre-approved list orselect

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Tom Haley, Rensselaer Polytechnic Institute; Yaron Danon, Rensselaer Polytechnic Institute

Tagged Divisions

Continuing Professional Development

-stage" lecture time and shifting some of the teachingcomponents to the online environment. More time can then be spent in the face-to-face classapplying course materials, often with real-world example problems 12.Levels of blendThe first critical decision was be to choose the level of “blend” to be used in the course. AtRensselaer Polytechnic Institute we use a modified version of Jones, Harmon, and Lowther’slevels of Web use 13 to define the level of blend used in a specific course (Table 1). Level Name Description 1 Administrative/ • No course content Web-enhanced • Administrative information (syllabus, schedule, contact info., ...) 2 Supplemental/ • Some

Conference Session

Innovative Courses/Pedagogies in Liberal Education II

Collection

2010 Annual Conference & Exposition

Authors

Paul Ross, University of Wisconsin, Madison

Tagged Divisions

Liberal Education

informed choice. The common intellectualtheme is presented in the context of a mini-conference – bringing together a variety of technical Page 15.1075.4and professional competencies to meet a uniquely 21st century challenge. One of therequirements of this freshman composition course has been that students must “watch” andanalyze the news (using online tools such as Google news and its archives) to be aware of whatis going on space exploration and how new developments can affect specific technical orengineering opportunities and society. Appendix B is an informal summary of some of the mainevents that demonstrated that “space exploration” is a

Conference Session

Innovative Courses/Pedagogies in Liberal Education II

Collection

2010 Annual Conference & Exposition

Authors

Katherine Wikoff, Milwaukee School of Engineering

Tagged Divisions

Liberal Education

list comprises early thoughts on the topics.Design of the learning experience. 1. Make a playground. This can be a place on campus or a “space” in a course syllabus. Inviting play is different from requiring it. It is the difference between recess and gym class—students are free to create their own experiences in the former but not in the latter. 2. Become a maven in the middle. Neither sage on the stage nor guide by the side Page 15.1189.12 is a good match for a creative community. If students are doing their own work and truly teaching themselves (alone and in groups), the teacher’s role shifts to the “locus” who

Collection

2010 ASEE Zone 4 Conference

Authors

David Lanning; Wahyu Lestari; Shirley Waterhouse

expected to become reasonably competent at operating certainlaboratory equipment, such as wind tunnels, load frames, and scanning electron microscopes(SEM), to which they would receive minimal exposure at many other universities, and thismakes Embry-Riddle unique in this regard.Within this context, the authors wrote a successful proposal to the National Science Foundation(NSF) to fund the creation of a laboratory-based course on materials and structural failure. Theemphasis is on failure modes and related issues that especially pertain to the aerospace industry,primarily because of the overall emphasis on the aerospace industry generated at Embry-RiddleAeronautical University. The course syllabus is influenced by the technical skills and

Conference Session

Student Learning and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University; Enayat Mahajerin, Saginaw Valley State University; Anca Sala, Baker College Of Flint

Tagged Divisions

Mechanical Engineering

course syllabus. Students are required to send a powerpoint presentation prior to the presentation to the class and to the instructor. This requirementwas added in the fall 2009 semester and seems to be an effective way of learning the FEA and tocommunicate the results to audience.Grading Scheme:Homework Assignments: 100 pointsProject Assignments: 50 pointsPresentation: 25 pointsA Design Problem: 25 points.Midterm Exam: 100 pointsFinal Exam 100 pointsTotal 400 pointsA minimum of 280 points (%70) is needed to pass the course with a C-grade.Assessment Tools (at Baker College and at KU)The course

Conference Session

Thermodynamics, Fluids, and Heat Transfer II

Collection

2010 Annual Conference & Exposition

Authors

Brandon Field, University of Southern Indiana; David Ellert, University of Southern Indiana

Tagged Divisions

Mechanical Engineering

beenobserved to benefit highly from the hands-on and focused activity. The course material wasstructured around the building energy projects and was provided in the format of regular lectures.Student engagement was observed to be much higher when the project was included, and severalanecdotal instances were discussed to demonstrate the levels of engagement. Learning occurredwhen the problem or task presented itself, not as dictated by the syllabus. This type of learning isfast paced and effective. The students respond to tasks because they could relate to them andwere motivated meet the end of semester deadline.By applying the course material to the project, the learning occurred in a manner similar toengineering practice. Students are given an

Conference Session

Global Engineering Models: Developments and Implementations

Collection

2010 Annual Conference & Exposition

Authors

Edmundo Tovar, Polytechnic University, Montegancedo; Nelson Piedra, Universidad Tecnica Particular de Loja; Manuel Castro, Universidad Nacional de Educacion a Distancia; Martin Llamas, Universidad de Vigo

Tagged Divisions

International

refers to the course information, studentsyllabus training and support materials, syllabus and other resources available to the user as they enter the course. The OCW course orientation, along with the course syllabus, plays a very important role in an OCW course because both the orientation and the syllabus provide a student with critical course and support reference information. To OCW course, an online orientation is required. There are several things to consider when designing the orientation. For example

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Qaiser Malik, Michigan State University; Punya Mishra, MSU; Michael Shanblatt, MSU

Tagged Divisions

Educational Research and Methods

content.Moreover, the two instruments developed in this study may form the basis for a broaderframework for the formative evaluation of engineering courses.IntroductionInterdisciplinary courses commonly known as service courses are offered by almost allengineering departments to meet the ABET’s essential program outcomes criteria 3a-3k toprepare the future engineers for a successful and productive career1, 2. These courses areprimarily developed by the departments for non-major engineering students with three mainobjectives3: 1) to prepare the students to efficiently solve the interdisciplinary problemsconfronted by entry level engineers in the industry4; 2) to adequately cover the relevant portionof the syllabus for professional certification and

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

, http://www.sonoma.edu/kinesiology/adapted_pe_web_page/index_sat_sidekicks.html 11. The Center for Community Engagement (CCE), Sonoma State University, http://www.sonoma.edu/aa/ap/cce/ 12. ES110 Course Syllabus is available at http://www.sonoma.edu/users/f/farahman/ 13. Team-Maker and CATME: https://engineering.purdue.edu/CATME Page 15.771.9 Appendix A Pre-Project QuestionsDate: ______________________________Male/Female ___________________________________Semester at SSU ____________________ Team Name ___________________________________How much

Collection

2010 ASEE Zone 1 Conference

Authors

Chiara Silvestri; Adriana Hera; Malcolm H. Ray; Siamak Najafi

Incorporating Software Usage in Teaching Structural Analysis Courses in Civil Engineering Chiara Silvestri, Worcester Polytechnic Institute, Worcester Adriana Hera, Worcester Polytechnic Institute, Worcester Malcolm H. Ray, Worcester Polytechnic Institute, Worcester Siamak Najafi, Worcester Polytechnic Institute, Worcester Session 2: Tools, techniques, and best practices of engineering education for the digital generation.Abstract This paper illustrates an approach of software integration in teaching structural analysiscourses in civil engineering. The authors describe key facets of their methodology to

Conference Session

Web-based Learning in ECE

Collection

2010 Annual Conference & Exposition

Authors

Tiffany Phagan, ERAU; Thomas Yang, Embry-Riddle Aeronautical University; Jianhua Liu, ERAU; Ilteris Demikiran, Embry-Riddle Aeronautical University

Tagged Divisions

Electrical and Computer

, automated data collection and analysis, timely feedback, and easyupdate. The proposed assessment tool assists instructors to improve classroom instruction, andprovides students opportunities for self-evaluation and quality review of the course materials.The student performance in these online assessment assignments also provides valuable feedbackconcerning the quality, level of difficulty and appropriateness of assessment questions.Consequently, the assessment tool can be dynamically updated and improved during theimplementation phase. In our experiment, the questions designed for use in the web-basedassessment are targeted to specific learning objectives of the introductory circuit analysis course,as specified in the course syllabus. Therefore

Collection

2010 ASEE Zone 1 Conference

Authors

Vijay Kanabar; Robert Schudy

collaboration tools.Framework for Online EducationOur online courses are developed and taught by full-time PhD-level faculty, and a dedicated onlinefaculty coordinator oversees the program. Our online course development begins with peer reviews of theproposed course map, syllabus and development plan. The lectures, quizzes and other course content aredeveloped by the full time faculty who teach the courses. Our courses are then implemented byprofessional instructional designers, videographers and web animators. When the faculty member andinstructional designer are satisfied that the course has been developed well, we begin our post-development quality processes.Professional technical editors skilled in online course editing review all course content

Conference Session

Distance and Web-Based Learning in ET: Part I

Collection

2010 Annual Conference & Exposition

Authors

Omer Farook, Purdue University, Calumet; Chandra Sekhar, Purdue University, Calumet; Jai Agrawal, Purdue University, Calumet; Essaid Bouktache, Purdue University, Calumet

Tagged Divisions

Engineering Technology

traditional class room delivery methods. In thenot so distance past the medium of distance education delivery used to be print media deliveredvia the postal service. A remarkable paradigm shift has occurred with the advent of thepopularity and Omni presence of personal computer with the ubiquitous connectivity of Internet.As a result today we have a number of modes of delivery methods, that are at our disposal. In Page 15.368.2today’s environment, Videoconferencing, Web Conferencing, Print medium , Soft or E-Printmedium are all being utilized 24 -7 for the Online course delivery2. Online courses, which are also referred to as web courses, are usually

Conference Session

Instructional Strategies in AE Education

Collection

2010 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

). Page 15.1078.3Study MethodologyThe study population was drawn from students from four sections of the design foundationscourse. The course enrollment consisted of architecture, construction, and interior designstudents, most of which were enrolled in their first semester of post-secondary education. Thecourse also included students who were undecided or were from other disciplines although thesestudents numbered less than 10 in total. There were four sections of the class, each with 20students. Three instructors were assigned to the course, one of which taught two sections andtwo taught one section each. All four sections followed the same syllabus for assignments andclass schedule.The data were collected using a paper survey which was used to

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Pierce, Sweet Briar College; Hank Yochum, Sweet Briar College

, in the future, we would like to find a way to expand this course to include more non-engineering majors. A strength of a small college like Sweet Briar is the ease with which onecan gather students with widely differing perspectives. We plan to investigate the possibility of Page 15.468.9teaching our Technology and Society course in conjunction with courses from other majors sothat readings and discussions can include a broader range of views.The course syllabus, schedule, and additional matieral is available online viahttp://hyochum.physics.sbc.edu.AcknowledgementFunding provided by National Science Foundation, STEP grant, DUE-0525388

Conference Session

Trends in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Yunfeng Wang, The College of New Jersey; Christopher Ault, The College of New Jersey; Teresa Nakra, The College of New Jersey; Andrea Salgian, The College of New Jersey; Meredith Stone, Independent Evaluator

Tagged Divisions

Mechanical Engineering

and goals. We establishedindividual course objectives for each major based on their disciplinary background, as well ascommon course objectives for all students. Course objectives for each major are listed asfollows (as stated in the course syllabus):Mechanical Engineering majors will: Understand the fundamentals of robotics including spatial description, forward and inverse kinematics and trajectory generation; Gain hands-on experience on the design and development of a robotic system; Get training in the skills required for creative problem-solving, and computational thinking; Interpret the music conducting behavior from engineering point of view.Computer Science majors will: Gain hands-on experience in problem statement, algorithm

Conference Session

Innovations in Civil Engineering Education III

Collection

2010 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin, Platteville; Philip Parker, University of Wisconsin, Platteville; Michael Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

five modules covered the subdisciplines within civil engineering: con-struction engineering, environmental engineering, geotechnical engineering, structural engineer-ing, and transportation engineering. The final syllabus, showing all lesson topics, for the firstoffering of the course is included in Appendix B.Module ThemesIn addition to covering basic content, each of the “subdiscipline” modules covered multiplethemes that the authors felt were important to introduce to civil engineering students. Thethemes were: • Analysis vs. design • Maintenance and rehabilitation • Sustainability • Planning • Public financing

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Rafael Hernandez, Mississippi State University

Tagged Divisions

Graduate Studies

front of committees a. Review of presentation using rubric provided Page 15.630.5Figure 1: Schedule of assignments, lectures, and activities in the research proposition course. Page 15.630.6This was probably one of the most writing intensive courses these students had been enrolled insince beginning graduate school. For this reason, originality of the writing was highly stressed.The policy was clearly communicated in the syllabus and a special session was conducted bylibrary personnel on plagiarism. Students were told that all written prose and

Conference Session

International Initiatives, Partnerships,Teaching Strategies, and Collaborative Networks

Collection

2010 Annual Conference & Exposition

Authors

Rafiqul Islam, Northwestern State University

Tagged Divisions

International

Act (ARRA) signed byPresident Barack Obama in order to reduce consumption at least 35% by 2030, to create 5million jobs by investing $150 billion dollars over the next 10 years, to ensure 10 percent of ourenergy comes from renewable sources by 2012 and to reduce greenhouse gas emission 80percent by 2050. Academia is feeling significant pressure to offer professional programs withcourses in alternative sustainable energy to produce a technical and scientific workforce2.To keep up with the national trend I will offer an online survey course called introduction toalternative energy for all disciplines in the campus during summer 2010. This paper describes theon-going development of this course. The course syllabus has already been approved by

Conference Session

Developing Systems Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Alice Squires; Robert Cloutier

Tagged Divisions

Systems Engineering Constituent Committee

Evaluating the Effectiveness of Classroom Discussion Approaches Used in the Remote Delivery of Systems Engineering Education
Abstract
This paper addresses the effectiveness of classroom discussion approaches used in theremote online delivery of graduate level systems engineering education at the StevensInstitute of Technology during the Fall 2009 semester. Twenty-two unique systemsengineering graduate level core and elective courses, covering systems engineeringcurriculum content in three of the five levels of the evolved INCOSE graduate systemsengineering reference curriculum, were offered in thirty-two course sections over the 15-week Stevens Webcampus semester. We measured effectiveness of the classroomdiscussion approaches used

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Jenn Rossmann; Karina Skvirsky

develop a course for lower divisionstudents that would introduce them to the vocabulary, methods, and values of both engineeringand art. This differs substantially from the Colorado model in that our students, as sophomores,are participating in our interdisciplinary course before their own disciplinary expertise (or bias)is established. Our syllabus, assignments, and objectives are therefore distinct.This course is offered with Lafayette’s VAST [Values and Science/Technology] designation, acomponent of the common course of study.5 Each sophomore student is required to completeone VAST course. Courses with the VAST designation are writing-intensive seminars,involving interdisciplinary integration and multiple disciplinary approaches to course

Collection

2010 Northeast Section Meeting

Authors

Jenn Rossmann; Karina Skvirsky

develop a course for lower divisionstudents that would introduce them to the vocabulary, methods, and values of both engineeringand art. This differs substantially from the Colorado model in that our students, as sophomores,are participating in our interdisciplinary course before their own disciplinary expertise (or bias)is established. Our syllabus, assignments, and objectives are therefore distinct.This course is offered with Lafayette’s VAST [Values and Science/Technology] designation, acomponent of the common course of study.5 Each sophomore student is required to completeone VAST course. Courses with the VAST designation are writing-intensive seminars,involving interdisciplinary integration and multiple disciplinary approaches to course