Conference Session

How are We Faring with EC2000?

Collection

2002 Annual Conference

Authors

Ronald Miller

Session 2513 Reflections on Outcomes Assessment and the ABET Accreditation Process Ronald L. Miller Colorado School of MinesSummaryBecause of new accreditation guidelines included in Engineering Criteria 2000 (EC 2000) many ofus in engineering education are in the midst of a transformation in the way we define a qualityeducational experience for our students. Traditionally, we have focused on measuring the qualityof educational inputs (e.g. student quality, student/faculty ratio, number of books in the library,amount of

Conference Session

Technology for Learning

Collection

2002 Annual Conference

Authors

Christopher Riesbeck; Joseph Walsh

Session 3430 Enriching Students' Laboratory Experience: Using Software and Socratic Methods to Foster Reflective Thought in an Engineering Laboratory Baba Kofi Weusijana, Christopher K. Riesbeck, Joseph T. Walsh, Jr. Learning Sciences / Computer Science and Learning Sciences / Biomedical Engineering Northwestern University – VaNTH ERCAbstractWe have developed SASK (Socratic ASK *), a domain-independent and rule-based architecturefor implementing Socratic dialogs to foster better

Conference Session

Innovation in Design Education

Collection

2002 Annual Conference

Authors

Anneliese Watt; Jeff Froyd; Julia Williams

Session 2132 Writing to Design/Designing to Write: Using the Correlations between Communication and Engineering to Improve Student Reflection Jeff Froyd, Texas A&M University Anneliese Watt, Rose-Hulman Institute of Technology Julia M. Williams, Rose-Hulman Institute of TechnologyAbstractCurrently engineering programs in the U.S. are incorporating design into technicalcurricula, from first-year design experiences to senior capstone, client-centered projects.Included in the engineering design emphasis is a focus on inter-personal skills thatenhance professional engineering work, particularly

Conference Session

Understanding Students: Cognition

Collection

2002 Annual Conference

Authors

Richard Thibault; Noel Boutin

Session 1330 Bringing First-year Engineering Students to Reflect on their Learning Strategies Noël Boutin, Richard Thibault, André Clavet, Brahim Hadjou, Jean-Marie Dirand, François Michaud, Daniel Dalle, Gérard Lachiver, Département de génie électrique et de génie informatique Faculté de génie Université de Sherbrooke, Sherbrooke, Québec, Canada J1K 2R1AbstractThis paper reports on a qualitative appraisal of the ability of first-year engineering students toengage

Conference Session

New EET Course Development

Collection

2002 Annual Conference

Authors

Habibur Rahman; Beshara Sholy

maintenance of such systems at frequencies above 1 GHz. At Parks College of Engineeringand Aviation, a lecture course and accompanying laboratory are designed to give avionicsstudents an introduction to Radar systems in which microwave measurements and techniquesare a major portion of the exercise.This lecture/laboratory combination provides our students with the opportunity to demonstratethe basic theory of transmission, reflection and attenuation measurements of microwave signalsat frequencies up to 12GHz. This is explored in a variety of laboratory experiments designed togive an understanding of microwave signal measurement, characteristics of microwave devices

Conference Session

Assessing Teaching and Learning

Collection

2002 Annual Conference

Authors

Khalid El Gaidi; Diane H. Soderholm; Doris Brodeur; Dava Newman

uses aninstitutional design portfolio to evaluate the design experiences in its curriculum. 4 Theportfolio states the department's philosophy of design education as a developmentalprocess, and documents, using selected design experiences, how that philosophy is putinto practice. This portfolio differs from others in that instructors, not students, compile it.It is similar to what we at MIT call reflective memos, i.e., opportunities for instructors toreflect on course learning objectives and how students have met them. Another example ofportfolio use for specific learning experiences is found in Introduction to AerospaceEngineering at MIT, where each student creates a design portfolio to document progressand achievement as a part of a group

Conference Session

Web Education: Delivery and Evaluation

Collection

2002 Annual Conference

Authors

Sérgio Franco; Marco Silveira; Luciano Costa; Guillermo Creus

havepriority, as the knowledge evolution is very fast. Students must be trained into self learning, toassure constant evolution. They should learn how to transform information into knowledge. According to constructivism, the main emphasis should be given to the process, i.e., tothe knowledge evolution obtained in the learning activities. The knowledge is built up like arising spiral by a iterative reconstruction. Of main importance are the relations established duringthe process. In a learning process designed with the constructivist approach, the student activeparticipation is the main key to success. This participation should not be limited to thinkingabout the learning subject. The student must also reflect about the way knowledge is

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Linda Hilsen; David Wyrick

concept. An alternative definition of these steps isdoing, thinking, modeling, and checking. This cycle is shown in Figure 1. More total learningoccurs when each of these four steps occurs 5, 6.It can be argued that learning can begin with any step of the process. Engineering, for example,is often taught by introducing a concept or model and assigning homework to reinforce theconcept. In a course that has a lab component, the students can sometimes put the concept into Concrete Experience (experiencing/feeling) Active Experimentation Reflective Observation (applying/doing) (examining

Conference Session

MET Student Design Projects

Collection

2002 Annual Conference

Authors

Kenny Fotouhi; Ali Eydgahi

it tocollect rainwater from the upper edge of a car windshield (an elongated oval shape). Thewater that the funnel collects is directed down a rubber tube that is connected to the topend of a rigid clear plastic tube mounted upright. The rigid tube also has a drain at thebottom that allows water to escape the system. As the plastic tube fills with water itmoves a reflective floatation device from bottom to top on the inside of the tube.ii- Electronics PartThe electronics circuit in this project is photo-optic infrared emitters and receivers 1-3.Parallel to the clear plastic (flow) tube there is a column of infrared light-emitting diodes(LED) which are placed such that ninety degrees around the side of the flow tube fromthe LED there is

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Edward Wheeler; Cliff Grigg; Zachariah Chambers; Richard Layton

which state that the assimilation of new knowledge is aided by connecting to an existing base of knowledge. 4,5 We need to bring these established educational ideas to the engineering service course. It is crucial that these students tie the knowledge gained in these service courses to that of their major discipline. 5. We should help our students develop the capacity for reflective thought. It is well known that reflection and self-assessment is an essential aspect of constructing knowledge and meaning. Long ago, John Dewey emphasized the importance of reflective thinking as an educational goal.6 He argued that students should be asked to reflect, to perform self- assessments of their

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

vocabulary and reflective framework consistent with Maslow.Through reflection, students will anticipate and recognize how the achievement of specific goalssatisfies deeper objectives in their overall intellectual growth and self-actualization. Byparticipating in self-reflection, students will be able to carry associated self-regulated learninghabits into later courses and achieve a more active role in their learning experiences. While atfirst being an expected behavior that is prompted by the educational setting, motivated learningshould ultimately become an internalized life-habit. This approach prepares students to embarkon careers that require the practice of lifelong learning. This effort to address the motivationfactor should not disturb but

Conference Session

Outreach: Future Women in Engineering

Collection

2002 Annual Conference

Authors

Donna Whiting; Marion Usselman

inquiry sciencepedagogical methods. Curriculum units varied each year to accommodate repeating students, butwere generally developed or adapted to reflect real-world engineering and science problems andto provide students with the type of hands-on technological experiences girls have often notpreviously encountered (e.g. using tools such as soldering irons and electric drills, or wiringcircuit boards). Examples of curriculum units include: Page 7.586.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ã 2002, American Society for Engineering Education

Conference Session

Recruiting/Retention--Lower Division

Collection

2002 Annual Conference

Authors

James Wood

meet a specific industry'sneeds, a model using the PBL-approach will be presented. In this model, an interdisciplinarydevelopment team, consisting of technical and general education instructors familiar withinterdisciplinary and problem-based instruction, is formed. Through interviews with plantemployees and visits to the plant floor, the team evaluates the scope and sequence of an existingcourse and identifies potential PBL modules to fit both the educational requirements of thecourse and workplace activities. Workplace scenarios are written, reviewed with industrypersonnel, and modified, if necessary, to reflect actual workplace situations. When the material ispresented, students are presented a problem that relates to their workplace and

Conference Session

Tools of Teaching

Collection

2002 Annual Conference

Authors

Dave Cress

first two exams for study.For the first step of the exercise, students need to correct the mistakes on their exam. I allowthem to use any resources to find an acceptable answer, including discussions of the problem withother students and asking me for advice. If the problem is not reworked correctly, no credit isallowed as the follow-up steps are likely to be invalid.The second part of the exercise challenges student performance; finding what “caused” themistake(s). Students need to recall and reflect on their own thinking during the exam. They alsoneed to think about their study habits and learning styles. There is a tendency for all of us to avoidthinking about our failures. We can help students to be more comfortable about reflecting on

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

& Exposition Copyright ©2002, American Society for Engineering Educationwe considered Felder and Silverman’s index of learning styles (ILS). They identify preferencesfor learning as Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global.7Felder identifies active learners as those who like to experiment with working things out workingwith others, while reflective learners are those who prefer thinking things out and working bythemselves. Sensing learners prefer collecting facts and following procedures, while intuitivelearners are more oriented toward concepts, theories, and significance of meaning. Felderdescribes visual learners as those who prefer visual representations and verbal learners

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Robert Krueger

publicaffairs? If Barber and Battistoni are correct about expression, how do we “educate” current andfuture generations to be engaged citizens? Service learning has been advocated widely as a method for advancing civic awareness andcitizen responsibility among college students (Hepburn et al. 2000; Hunter and Brisbin 2000;Ehrlich 1999; Neimi et al. 1999; Battistoni 1997; Campus Compact 1994; Schumer 1994).Hunter and Brisbin (2000) define service learning as “a form of experimental education thatcombines structured opportunities for learning academic skills, reflection on the normativedimensions of civic life, and experimental activity that addresses community needs or assists

Conference Session

Design and Innovation

Collection

2002 Annual Conference

Authors

Durward Sobek

design course as a data collection method. TheMechanical Engineering design instructors agreed, and starting in Fall 2000 students wererequired to document their activities, ideas, and reflections in a design journal as part of the seniorcapstone experience. Journals were evaluated and assessed a score, which constituted part ofeach individual’s course grade.Although the primary motivation for implementing design journals was to collect data on studentprocesses, the cognitive benefits of the practice are potentially substantial. So this paper will firstsummarize some of the education literature on writing to learn in general, and on journaling inparticular. It will then describe journal re-introduction into the senior capstone course

Conference Session

Student Teams and Active Learning

Collection

2002 Annual Conference

Authors

Alice Agogino; Ann McKenna

designed to support reflection, collaboration, andpresentation of concepts from multiple perspectives and contexts. SIMALE was implementedwith middle and high school students with three treatment variations: (1) environment with focuson Lego exercises to engage in hands-on physical activities, (2) environment with focus on aweb-based computer module, and (3) environment with both the computer module and Legoexercises. Learning was measured in three categories: analytic problem solving, conceptualunderstanding, and drawing and modeling ability. The assessment found that studentssignificantly increased their understanding in all three categories for all treatment variationswithin SIMALE. The results revealed unexpected dramatic results in equalizing

Conference Session

Improving Mechanics of Materials Classes

Collection

2002 Annual Conference

Authors

Kevin Sutterer

should identify knowledge associated with the subject being learned and prioritize thatknowledge in one of three types (2): (a) “enduring” understanding, (b) important to know and do,and (c) worth being familiar with. Acceptable evidence that the desired results have beenachieved requires assessment of learning. Assessment may be one of three general types:content-focused quiz and test questions, open-ended problems that require critical thinking, andauthentic performance tasks and projects. Assessment measurements may include quantitativedata, qualitative observations or comments, and reflective statements by faculty and students.This process is a good structure for curriculum revision, but meticulous completion of everyaspect of each stage of

Conference Session

Women in Engineering: A Potpourri

Collection

2002 Annual Conference

Authors

Peg Boyle Single; Naomi Chesler; Borjana Mikic

providing peer-mentoring for untenured women faculty members, an Outward Bound-based Leadership Skillsand Community-Building Workshop was held in August 2001. Participants included 14untenured women faculty in engineering (including two of the organizers/authors), apsychologist (the third organizer/author), and one invited senior woman faculty member inengineering. Based on post-workshop participant reflections, significant positive impact onparticipants’ informational, psychosocial and instrumental well-being was achieved. Allattendees noted that the inclusion of a senior woman engineering faculty member greatlyenhanced the value of the workshop. The peer-mentoring network that resulted from theLeadership Skills and Community-Building Workshop is

Conference Session

To Design and Conduct Experiments

Collection

2002 Annual Conference

Authors

Joseph Owino; Ronald Goulet

the likelihood that learning objectives aremet. Toward that end, applicable classroom approaches and course characteristics wereidentified. (The authors currently use some of the following approaches and characteristics):§ Problem based learning: the classroom process that uses “real world” problems to motivate students to identify and apply concepts, principles and information 4,6§ Experiential learning: learners act and think, not just think, to integrate concrete experience, reflection, generalization (abstract conceptualizations), and experimentations 7.§ Cooperative team-based learning activities with team and individual deliverables 4,8§ Self-directed constructive learning with peer teaching and faculty coaching in the delivery of

Conference Session

Tools of Teaching

Collection

2002 Annual Conference

Authors

Richard Jacques; Mark Shields; John O'Connell; Matthew Mehalik

include: Cuts not even or not along lines; folds not smooth or not along lines; triangular stabilizers not folded to 45o; meteor reflective strips not in proper locations; IAC's not fully covering fire emission openings; FBH not in proper orientation; wrinkles.ASSISTANT SUPERVISOR: Assists Supervisor in the completion of overseeing entire production.SUPERVISOR: Oversees entire production process. Problem-solves & troubleshoots, responsible for Smooth work flows through steps, ultimately responsible for completion of quality products.The simulation began with the assembly sequence prescribed as a traditional division of labor withthe steps done in sequence. It produced no planes in fifteen minutes. At the end of the simulationrun

Conference Session

Capstone Experiences in OME Education

Collection

2002 Annual Conference

Authors

Francis DiBella; Eric Hansberry; Guido Lopez

on a problem, as a new problem isintroduced each period .As a problem-based learning approach, the design problems incorporate skills such as computeraided design and technical language with the creative process, all the while developing technicalengineering knowledge.Because of their convenient format, Mini Design problems can be tailored to suit the individualneeds of the students, their instructors, and the demands of the engineering field. For example, aproject can easily reflect regional industrial problems. If students attend school in a maritimelocation or program goals wish to cater to the needs of marine design, Mini Design problems caneasily reflect this focus.In addition to being convenient, Mini Design problems allow for

Conference Session

Learning Styles of Engineers

Collection

2002 Annual Conference

Authors

Malgorzata Zywno

efficiently22. Academic improvement in all studentsis then noted as compared with the cohort taught without differentiation 23. This supportscognitive flexibility theory24 and good teaching principles promoted by many educators, includingfollowers of Kolb and Felder learning models18, 25, 26, 27.Felder Learning Style ModelIn this study, the Felder Learning Model is used 26, 27 , along with the Felder-Soloman Index ofLearning Styles28 associated with the model. Detailed description of the model can be foundelsewhere27. In brief, the model has five dimensions: Processing (Active/Reflective), Perception(Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) and Organization(Inductive/Deductive). Felder recommends the inductive

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Barbara Christe

straightforward. The survey did not present questionswhich were relevant to the students and their experience in the course. The class certainly beganand ended on time since there was NO schedule! Most of my students do not hear my voiceexcept when using the telephone. This could be defined as tutoring “outside” the classroom andis, therefore, not reflective of the instructor’s enthusiasm or speech patterns. The students didnot know how to answer these questions. Also, the questions did not reflect the role of theinstructor in the web-based course. Generally, in the virtual classroom, instructors are viewed asguides rather than presenters. Material is provided to the student in many forms and many ofwhich are not directly associated with the

Conference Session

Learning Styles of Engineers

Collection

2002 Annual Conference

Authors

Virginia Elkins; Roy Eckart; Catherine Rafter; Eugene Rutz; Cathy Maltbie

conclusions about what has been perceived. Differences inperceptions and conclusions result in differing reactions, interests, values and motivationsand skills.The MBTI has four separate indices that reflect the four preferences used in perceptionand judgment. These preferences reflect not only what people attend to in a givensituation but also how they draw conclusions about their perceptions. The main objectiveof the MBTI is to identify four basic preferences. These preferences or indices, EI, SN,TF, and JP are designed to point in one direction or the other. They are not designed tomeasure traits or behaviors. The intent is to reflect a habitual choice between rivalalternatives, analogous to right-handedness or left-handedness. Just as everyone

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jim Richardson

portfolios by a faculty/industry committee 4 Session Number 1896 Mechanical engineering faculty at Stanford developed an innovative peer-review methodin which professors volunteer to be reviewed by their colleagues 5. The professor being reviewedfirst writes a reflective memo on the process he or she used to plan and deliver the course. Next,colleagues interview two groups of students from the professor’s course. And finally, thecolleague reviewers write a summary memo based on information in the reflective memo andstudent interviews. Focus groups were formed of participants from over a two-year period. Thefaculty especially liked the reflective memo and many now write

Conference Session

K-12 Outreach Initiatives

Collection

2002 Annual Conference

Authors

Mary John O'Hair; Mark Nanny; Teri Rhoads

, classroommanagement practices, and school administration issues.The course schedule has been included in the Appendix, as well as an education bibliography thatwas supplied to all the course attendees.V. Results of First OfferingOverall, it is felt that the first offering of the course was successful. No students dropped thecourse. All students agreed on a final reflection piece that they knew significantly more aboutteaching and had more confidence at the end of the course than at the beginning.During several formative evaluation sessions, using plus/deltas, brainstorming, and reflectionwritings, there were several recommendations that were utilized in the latter portions of thesemester and many more that will be incorporated in the next offering of the

Conference Session

Real-world Applications in ET

Collection

2002 Annual Conference

Authors

Randall Timi; Dannie Hutchinson; William Strenth; James Otter

engineering technologyfaculty learning style preference, show that preferences vary considerably between the variousgroups. Dr. Felder's studies show that undergraduate engineering students prefer a learning stylewith an emphasis on sensing, visual, deductive and sequential teaching, with no distinctpreference between active and reflective teaching methods. In contrast, engineering faculty, ingeneral, prefer intuitive, visual, inductive, reflective and sequential learning styles. Engineeringtechnology faculty tend to prefer sensing, visual, deductive and sequential methods, with nodistinct preference between active and reflective methods. Dr. Felder's studies and philosophiessupport the objectives of this project to assess student perceptions and

Conference Session

Techniques for Improving Teaching

Collection

2002 Annual Conference

Authors

Josianne Basque; Sylvie Doré

writing material they had at their disposal. At the time, itmade sense to lecture, as a basic requirement for learning is having access to the knowledge andit was the only way to do so. Since those days, not only has printing technology evolved, but newmedia have emerged; understanding of cognitive processes has progressed, learning theorieshave been developed and tested, new methods and tools have been created. Yet, practices used inmost of our engineering faculties and schools do not reflect this wealth of knowledge.One of these practices concerns the way we go about creating a new course or even a newcurriculum. This paper presents the concept of instructional engineering (IE), in emergence forthe last 40 years in the field of education. The