Workshops
Session A
Noon-3 p.m.
Session B
3:15 p.m.-6:15 p.m.
Session C
7 p.m.-10 p.m.
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Session A
Noon-3 p.m.
The LEGO workshop was extremely popular during FIE 2001. For 2002 we have put together an all-new workshop that addresses the feedback we received in 2001 and introduces a teaching method we have newly adopted. This three-hour workshop will provide a brief overview of current projects, instruction using LEGO bricks and ROBOLAB, and a draft of a new workbook. The text, aimed at freshman engineering students, uses a skills-based approach to teaching computer programming, teamwork, and creative thinking. About 70 percent of the material will be new since last year's workshop.
Eric Wang is an associate professor of mechanical
engineering at the University of Nevada-Reno, having joined the department in
1995. He received an undergraduate degree from the University of California-Berkeley
and an MS degree from MIT. Eric received a PhD from the University of California-Davis,
where he worked on the design, optimization, and simulation of mountain bikes.
Eric's current research includes biomechanics and intelligent materials. He
has received funding from industrial and government sources including Texaco,
Equilon, NASA, Specialized Bicycles, NSF, and Forem. He has published more than
35 papers in biomechanics, intelligent materials, and engineering pedagogy.
Eric teaches design courses that emphasize product development, innovation, and entrepreneurship. He has received teaching awards including Outstanding Teacher of the Year from the ASEE PSW section. Since 1999 he has been using LEGO bricks in his introduction to mechanical engineering course, which emphasizes technical skills such as computer programming and soft skills such as creativity and teamwork. Eric is also introducing engineering into the K-12 curriculum.
Chris Rogers holds three degrees from Stanford University,
where he worked with John Eaton on his thesis, which examined particle motion
in a boundary layer flow. He then joined the faculty of Tufts University, where
he has worked for 10 years (with a sabbatical at Harvard and a local kindergarten).
At Tufts, Chris has researched particle-laden flows, slurry flows in chemical-mechanical
planarization, the engineering of musical instruments, and elementary school
engineering education. His work has been funded by government organizations
and corporations, including NSF, NASA, Intel, Boeing, Cabot, Steinway, Selmer,
and the LEGO Corporation. His work in particle-laden flows has included simulation,
experimentation, and a hybrid of the two. This work has led to the opportunity
to fly aboard the NASA 0g experimental aircraft; he has flown more than 700
parabolas. At Tufts he is investigating the teaching of robotics with LEGO bricks
and manufacturing by building musical instruments. He was named Carnegie Professor
of the Year in Massachusetts in 1998. His teaching work extends to the elementary
level, where he works with more than 100 teachers across the country to take
engineering into the lower grades. He has worked with LEGO to develop ROBOLAB,
a robotic approach to science and math. ROBOLAB is in more than 10,000 schools
nationwide and is being translated into 10 languages.
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Active and cooperative learning techniques enhance depth of learning and increase retention. Active learning gets students involved in classroom activity rather than passive listening. In most sciences, the value of active learning is already realized through laboratories or projects. This workshop addresses active and cooperative learning techniques for classroom activities that replace the lecture or part of it. The workshop will include active and cooperative learning techniques. Participants will be involved in group discussions and dialogue with the presenter and will perform exercises to enhance their workshop experience. Active and cooperative learning techniques will be used throughout the presentation, dealing with small and large class sizes as well as overcoming problem classroom layouts.
Jeffrey McConnell has been using classroom activities
and group work for nine years. He has three publications in that area and has
presented 12 workshops on active and cooperative learning. He has published
two books: Analysis of Algorithms: An Active Learning Approach (Jones & Bartlett,
2001) and Computer Graphics Companion (Nature Publishing Group, 2002). He has
a Web site for active and cooperative learning exercises and has given invited
presentations at George Washington University and RIT.
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ABET's adoption of Engineering Criteria 2000 has been a major impetus for change in the culture of engineering education. Among other things, EC 2000 requires writing course learning objectives, assessing technical and social/interpersonal outcomes, and teaching in a manner that helps students develop the skills needed to achieve outcomes. For their programs to achieve full accreditation, many faculty members will have to modify their teaching styles to incorporate such activities. The SUCCEED coalition has emphasized engineering faculty development and has persuaded many mainstream faculty members to adopt proven but nontraditional instructional methods such as active and cooperative learning.
We will describe the SUCCEED faculty development program and review the program assessment data that demonstrate its effectiveness. We then will exchange ideas with participants about effective ways to involve engineering faculty and administrators in workshops, learning communities, and other programs to improve the quality of teaching and learning on their campuses.
Separately and together, the instructors have presented more than 100 workshops and seminars in the United States and in Europe, Asia, South America, and South Africa on effective teaching, course design, mentoring and supporting new faculty members, and faculty development in science and technology. With James Stice of the University of Texas they direct and facilitate the annual National Effective Teaching Institute under the auspices of the American Society for Engineering Education.
Rebecca Brent, EdD, is an educational consultant,
co-director of the SUCCEED Engineering Education Coalition faculty development
program, and adjunct professor of education at East Carolina University in Greenville,
North Carolina. Before 1996 she was an associate professor of education at East
Carolina University. She received the 1993-94 East Carolina Alumni Association
Teaching Excellence Award and the 1990 Research Article Award from the Organization
of Teacher Educators in Reading.
Richard M. Felder, PhD, is the Hoechst Celanese professor
emeritus of chemical engineering at North Carolina State University-Raleigh
and co-director of the SUCCEED Engineering Education Coalition faculty development
program. He has authored or co-authored more than 150 papers on chemical process
engineering and engineering education and has won numerous national and regional
awards for his contributions to engineering education.
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This workshop will present research findings from the Carnegie Foundation for the Advancement of Teaching and the Center for Engineering Learning and Teaching, addressing:
- What do we know about student learning? This section explores how engineering students approach open-ended assignments, how approaches change from the freshman to the senior year, and how different students respond to different learning opportunities. This section of the workshop builds on a body of research on engineering student learning in a way that makes this research readily accessible.
- What do students say about their learning? This section explores what engineering students say about their engineering education and what contributes to their learning. Some of the data come from the National Survey of Student Engagement, a 2001 survey of 35,000 seniors (of which 2,400 were engineering majors) attending 356 U.S. universities and colleges. The survey aimed to capture student perspectives on level of academic challenge, level of active and collaborative learning, interactions with faculty, extent of enriching educational experiences, and support in the campus environment. Other information comes from 12 student focus groups run at seven engineering schools during the 2001-02 academic year.
- What does this mean for how we teach? We will consider how answers to the first two questions might affect how and what we teach. This section will involve group work on an assigned task, giving participants an opportunity to link engineering education research on student learning more directly with how they teach.
This interactive workshop is a combination of small groups, lectures, discussion, and group presentations. Participants will increase their understanding of how students approach assigned work and what students think about their engineering education. Participants will receive guidelines on how to factor this information into their own teaching. Participants also will experience an example of how to apply educational research findings to engineering classrooms.
Sheri D. Sheppard, PhD, PE, is the Carnegie Foundation
for the Advancement of Teaching senior scholar principally responsible for the
Preparations for the Professions Program engineering study. She is an associate
professor of mechanical engineering at Stanford University. Besides teaching
undergraduate and graduate design, she researches weld fatigue and impact failures,
fracture mechanics, and applied finite element analysis. She was co-principal
investigator with Larry Leifer on a multiuniversity NSF grant that looked critically
at engineering undergraduate curriculum (Synthesis), and from 1997 to 1999 was
co-director of Stanford's Learning Lab. In 1999 Sheri was named a fellow of
the American Society of Mechanical Engineering (ASME) and the American Association
for the Advancement of Science (AAAS).
Before going to Stanford she held positions in the automotive industry, including senior research engineer at Ford Motor Company's Scientific Research Lab. She also was a design consultant in structural analysis. Her graduate work was done at the University of Michigan.
Cynthia J. Atman received a bachelor's degree in
industrial engineering from West Virginia University, a master's in industrial
and systems engineering from Ohio State University, and a PhD in engineering
and public policy from Carnegie Mellon University. Cynthia is the founding director
of the Center for Engineering Learning and Teaching in the College of Engineering
at the University of Washington, where she also holds an academic appointment
in industrial engineering. Her research includes science and engineering education,
modeling cognitive understanding of the design process, and developing effective
communication methods for technical information. She is an associate editor
for JEE and was co-chair of the 1997 FIE Conference.
Robin Adams is a research scientist at the Center
for Engineering Learning and Teaching. She received a doctorate in education
from the University of Washington, a master's in materials science and engineering
from the University of Washington, and a bachelor's in mechanical engineering
from California Polytechnic State University in San Luis Obispo. Her research
includes cognitive processes in design behavior, interaction in design activity,
designing assessment tools, and supporting a research-informed approach to engineering
education. She was local evaluator at the University of Washington for the Engineering
Coalition of Schools for Excellence in Education and Leadership, funded under
the Engineering Education Coalitions Program of the NSF. Robin is a member of
ASEE and is active in the Educational Research Methods Division.
Cheryl Richardson, PhD, is a research associate in
the Preparations for the Professions Program. She works with the engineering
study as a co-investigator of engineering programs and with the cross-professional
team comparing teaching and learning practices across professions. Her research
includes the meaning of professional work for women, the history of teaching,
and preparation for professional capacities. She earned a doctorate in interdisciplinary
studies in education and a master's in history and education from Stanford University.
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Session B
3:15 p.m.-6:15 p.m.
If you are an engineering educator in any discipline and would like to teach computer programming so students learn, get excited, and discover something they can really use, consider this workshop. The main focus will be teaching programming skills using MATLAB as the introductory programming language. MATLAB has enough programming constructs to teach fundamental programming principles along with a wide assortment of built-in functions to enable students to solve nontrivial problems and produce high-quality graphics in a variety of high-level courses. The workshop goal is to enable you to teach programming skills and to develop your students' problem-solving skills. The workshop also will provide examples that require nontrivial MATLAB programs to solve engineering application problems. Bring your laptop computer if you have one. Desktop computers will be available for participants who cannot bring a laptop.
Marc E. Herniter, associate professor at the Rose-Hulman
Institute of Technology, holds a PhD in electrical engineering from the University
of Michigan-Ann Arbor. His primary research is in power electronics, electric
vehicles, and alternative energy systems. He has worked on power electronic
systems that range in power levels from 1500 W to 200 KW. He is the author of
several textbooks on circuit simulation, MATLAB, and computer use. He joined
the faculty of the ECE department at Rose-Hulman in August 2001. Previously
he was on the faculty of Northern Arizona University for 11 years. He has presented
several workshops on PSpice at previous FIE conferences and to companies such
as IBM.
David R. Scott is interim chair and associate professor
of electrical engineering at the Rose-Hulman Institute of Technology. He received
a BSEE and an MSEE from South Dakota State University and a PhD in electrical
engineering from New Mexico State University. His experience includes eight
years with the defense industry in project engineering and program management.
His interests include image and digital signal processing, teaching design and
the product design process, interactive tutorial development, instructional
technologies, and distance learning using the Web.
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The focus of this workshop is to provide experience in applying evaluation criteria to select digital learning materials from MERLOT and NEEDS, digital libraries with extensive collections of engineering education learning materials. Participants will interact with digital learning materials and learning technologies and test them against a set of selection criteria. They will have the opportunity to explore methods of adapting existing materials and learn about developing their own. Handbooks will be provided.
The workshop leaders are faculty members who have developed their own computer-mediated learning materials and who have adopted others' materials to meet their teaching needs. Topics will include:
- Applying and integrating learning technologies in the classroom.
- Finding learning technologies and courseware appropriate to the course,
student level, and topic.
- Evaluating the quality and usability of available courseware and learning
technologies.
- Best practices when integrating learning technologies in the classroom.
- Best practices in adapting or adopting courseware and learning practices
to meet course goals.
Jean-Pierre R. Bayard is a faculty member at California
State University-Sacramento in effective use of learning technologies. He has
developed multimedia notes and interactive leaning and assessment modules for
several electrical engineering courses. During 1999-2000 he was a fellow of
the NSF-funded National Institute for Science Education, investigating the use
of computer-based technology in teaching science, mathematics, engineering,
and technology. Jean-Pierre's research is in numerical modeling and experimental
applications of microwave printed antenna elements and arrays. He received the
Outstanding Teaching Award for the CSUS College of Engineering and Computer
Science and twice was named Outstanding Electrical and Electronic Engineering
Faculty Member. He received bachelor's, master's, and PhD degrees from the University
of Massachusetts-Amherst and joined the faculty of California State University-Sacramento
in 1990.
Flora McMartin is director of evaluation for NEEDS
(the National Engineering Education Delivery System) and SMETE.ORG, a digital
library for science, mathematics, engineering, and technology education. She
has extensive experience integrating assessment of student learning with faculty
development and making organizational change. During 1999-2000 she was a fellow
of the NISE Institute on Learning Technology, investigating how faculty successfully
integrate computer-learning technologies into the classroom. Flora directs evaluation
projects funded by Carnegie Mellon, General Electric, and NSF, examining the
influence of computer learning technology on student learning. Her research
includes the effect of computer-mediated learning on student learning and faculty
roles, the effect of assessment as a means for developing collaborative faculty
work groups, and organizational change related to institutionalization of innovative
academic departments and programs. She received a bachelor's degree in art and
a master's in higher education from Iowa State University and a doctorate from
the University of California-Berkeley.
Brandon Muramatsu is project director for SMETE.ORG
and NEEDS educational digital libraries at the University of California-Berkeley.
He is a lecturer in multimedia at UC-Berkeley and directs the Berkeley Instructional
Technology Studio, where he consults with faculty and graduate students on the
use of technology to enhance learning. He developed and evaluated interactive
multimedia learning modules for engineering education. Through NEEDS he coordinates
the Premier Award for Excellence in Engineering Education, a national competition
that recognizes outstanding courseware designed to enhance engineering education.
Recently, Brandon helped launch the University of California Teaching and Learning
with Technology Center, which showcases the innovative instructional materials
developed at the University of California. He is active on the executive committee
of the San Francisco Section of the American Society of Mechanical Engineers.
He was named ASME Region IX and one of the ASME Old Guard Young Engineers of
the Year for 1999. He earned bachelor's and master's degrees in mechanical engineering
from UC-Berkeley.
Joseph G. Tront is a professor in the Bradley Department
of Electrical and Computer Engineering at Virginia Polytechnic Institute and
State University. He is involved in educational research as co-principal investigator
for the Southeastern University and College Coalition for Engineering Education,
an NSF engineering education coalition. He is co-editor of the Premier Award
for Excellence in Engineering Education, an international award recognizing
the best noncommercial courseware developers. During his nearly 10-year term
as assistant dean of the College of Engineering, he guided the college's computer
requirement program and its general use of computing and communications technology
into the multimedia/Internet era. Under his leadership, the college developed
a Multimedia Lab for faculty developing courseware materials. Joseph is also
active in technical research in VLSI design, integrated circuit testing, fault-tolerant
autonomous computers, and space radiation effects in integrated circuits. He
is a senior member of the IEEE Computer Society and a member of the Special
Interest Group on Design Automation, ACM, and ASEE. He has received numerous
teaching awards. He joined the Virginia Tech faculty in 1978 after completing
BSEE and MSEE degrees at the University of Dayton and a PhD at the State University
of New York-Buffalo.
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This is a hands-on workshop. Stiquito is an inexpensive hexapod robot used for secondary school and college education and a wonderful learning vehicle because the robot materials are included in a textbook! Workshop attendees will be given their own robot and building instructions in the book Stiquito for Beginners: An Introduction to Robotics. Attendees will learn how to use the robot to teach engineering, electronics, PC programming, and robotics. Participants will concentrate on building a two-degrees-of-freedom robot and making it walk with computer control.
Workshop fees include the book and the robot, but attendees should bring a pair of needle-nose pliers and an X-acto knife. Bring a Laptop computer if you wish to make Stiquito walk on its own. For more information about Stiquito and this workshop, visit www.stiquito.com.
James M. Conrad received a bachelor's degree in computer
science from the University of Illinois-Urbana and master's and doctoral degrees
in computer engineering from North Carolina State University. He is a project
manager at Sony Ericsson Mobile Communications, Inc., and an adjunct professor
at North Carolina State. He is the author of book chapters, journal articles,
and conference papers in robotics, parallel processing, artificial intelligence,
and engineering education. E-mail jconrad@stiquito.com.
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Peer review is a professional obligation. As William F. May, Southern Methodist University, notes, it is one defining characteristic of a profession. Peer review can take several forms, and this workshop will explore the topic from three perspectives: editor, reviewer, and writer. Participants will learn about current issues, effective procedures, and responses to review comments, recommendations, and complaints. Participants also will engage in activities to improve their skills as reviewers and authors. Workshop facilitators have been regular presenters at ASEE and FIE conferences for the past decade.
Barbara M. Olds is associate vice president for academic
affairs and professor of liberal arts and international studies at the Colorado
School of Mines, where she has been a faculty member for 18 years. She was principal
tutor of the McBride Honors Program in Public Affairs for Engineers and chair
of CSM's Assessment Committee. She has given workshops and presentations on
assessment and technical communication. Barbara received the Helen Plants Award
for Best Workshop at the 1992 FIE national conference and was awarded a Fulbright
fellowship to teach and conduct research in Sweden during the 1998-99 academic
year. She is an associate editor for the Journal of Engineering Education.
Julie E. Sharp, associate professor in the practice
of technical communication, has taught in the Vanderbilt University Engineering
School for 20 years. She reviews articles for two refereed journals and the
ASEE and FIE conference proceedings, and has published in refereed journals
and conference proceedings. She has edited and written documents and conducted
workshops for educators, industry, and professional organizations on communication
topics and teaching issues. Several of her written projects have won national
and regional awards. An active member of ASEE, she is a member and past president
of the Middle Tennessee Chapter of the Society for Technical Communication,
the National Council of Teachers of English, and the Association of Professional
Communication Consultants.
Marilyn A. Dyrud has taught in the Communications
Department of the Oregon Institute of Technology since 1983. She reviews articles
for five journals (three engineering, two communications), evaluates potential
textbooks for four publishing houses, and has published more than 75 papers
in refereed journals and conference proceedings. She was manuscript editor for
the ASEE Engineering Technology Division centennial publication, Engineering
Technology: An ASEE History, and recently edited a 600-page volume, primarily
of international manuscripts, for the International Geothermal Association/Geothermal
Resources Council. She has given workshops and presentations on technical and
business communication, writing for professional publications, and professional
ethics. She is active in the Association for Business Communication and the
Association for Practical and Professional Ethics.
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Session C
7 p.m.-10 p.m.
How can instructors make learning outcome assessment pressures (for accreditation) work for them and their students-without making the workload for both faculty and students intolerable? The objectives of this workshop are to help faculty:
- Learn to do informal, easy assessments of ABET student learning outcomes that give pointers toward curricular improvement.
- Embed such assessments into a continuous improvement loop that results in doable incremental change rather than grand schemes that fail because of lack of time.
The workshop will consist of two short lectures, each followed by an active learning exercise. The first lecture and activity will focus on how to design an assessment plan that will provide pointers toward improvement. The second lecture and activity will address how to use the data from such assessments to design course improvements. Faculty will take home a variety of ready-to-use assessment tools with an understanding of how to use them effectively.
Judith E. Sims-Knight is the chancellor professor
of psychology at the University of Massachusetts-Dartmouth. She is faculty assessment
coordinator for the College of Engineering, under the auspices of the NSF-sponsored
Foundation Coalition, a consortium of engineering schools dedicated to reforming
engineering education. This workshop has been developed over several years.
Its early development was presented at FIE 2000 (Sims-Knight, J.E., Fowler,
E., Pendergrass, N., & Upchurch, R.L., Course-based Assessment: Engaging Faculty
in Reflective Practice).
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Academic institutions and training facilities in business, government, and the military increasingly use the Web to convey their curricular offerings. Design and development of these online offerings often fall to teachers, professors, and trainers who have little technical expertise and scant technological or pedagogical support. This workshop will introduce the Course Development Lifecycle, an adaptation of the System Development Lifecycle used with success in software engineering. The workshop will include presentations and guided group activities to explain how online courses can be planned and developed. Topics will include developing learning outcomes, matching outcomes with online resources, assembling online resources, and evaluating online courses.
Timothy Ellis holds a bachelor's degree in history
from Bradley University, a master's in rehabilitation counseling from Southern
Illinois University, a CAGS in rehabilitation administration from Northeastern
University, and a PhD in computing technology in education from Nova Southeastern
University. He joined NSU as assistant professor in 1999 and teaches computer
technology courses at the master's and doctoral levels in the School of Computer
and Information Sciences. Previously he was on the faculty at Fisher College
and was a systems engineer for Tandy Business Products. His research interests
include multimedia, distance education, and adult learning. He has published
in technical and educational journals including Catalyst, Journal of Instructional
Delivery Systems, and Journal of Instructional Multimedia and Hypermedia. His
e-mail address is ellist@nova.edu and his
main Web site is www.scis.nova.edu/~ellist.
William Hafner has a bachelor's degree in mathematics
and physics from Miami University, a master's in mathematics from DePaul University,
an MSEE from the University of Pennsylvania, and a PhD in computer information
systems from Nova Southeastern University. He joined NSU in 1999 and teaches
computer and information science courses at the master's and doctoral levels
in the School of Computer and Information Sciences. Previously he had senior
management positions in computing with Unisys, Racal Datacom, and Argonne National
Laboratory. His research includes knowledge management, security, information
retrieval, and software engineering. His e-mail address is hafnerwsnova.edu
and his main Web site is www.scis.nova.edu/~halnerw.
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The NSF-sponsored SUCCEED engineering education consortium has developed effective formats for teaching multidisciplinary design. This workshop will survey the SUCCEED MDD formats, then use three contrasting SUCCEED examples to actively engage the audience in conceiving MD topics and creating workable MD course collaboration proposals across disciplines. The opening seminar and the half-day workshop have been presented or scheduled at more than 30 U.S. engineering colleges.
David Ollis, distinguished professor of chemical
engineering at NCSU, has expertise in approaches to multidisciplinary design
and early definition of engineering in the first-year curriculum. He has developed
a first-year "device dissection" lab and co-developed an English course wherein
students read and write about literature based in the history of technology
and biography of engineers. With Rich Felder and Rebecca Brent, he participates
in a New Faculty Workshop each summer at NCSU.
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Participants will experience a peer observation training session designed to promote formative assessment, self-reflection, peer collegiality, and excellence in teaching college engineering. The focus of the Peer Observation for Teaching Assessment program at the University of Illinois is on feedback solely for the purpose of improving teaching. The confidential process results in a learning experience-a collaborative dialogue about teaching effectiveness and areas for development-rather than a formal evaluation. We will briefly address the rationale for POTA, then conduct the observation training. Participants will gain experience through simulated observation of a videotaped lecture, role-playing, paired debriefing, brainstorming, and other activities that will help them implement peer observations effectively at their own institutions.
Tim Stelzer is a research assistant professor of
physics at the University of Illinois, specializing in physics education research.
He has participated in the faculty peer observation program at UIUC for three
years, and found it so beneficial that he instituted a similar program for teaching
assistants in the physics department.
Laura Hahn is an educational specialist with the
Academy for Excellence in Engineering Education at the University of Illinois.
Part of her work with faculty and teaching assistants in the college of engineering
involves coordinating the peer observation program. Laura has also conducted
this training workshop for several colleges across the country.
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