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Workshops
Session A
- 1) Computer Architecture - A Vehicle for Reinforcing Ideas in Computer Science
- 2) Active/Collaborative Learning and Teaming in the College Classroom
- 3) Bringing Real-World Issues to Engineering Design Course Using Case Studies
- 4) Methods for Assessing ABET 2000 Outcomes: An Interactive Workshop
- 5) Using Outward Bound's Experiential Learning Approach in Engineering Education
- 6) Evaluating, Selecting, and Using Computer Enhanced Learning Technologies and Courseware in Engineering Education
Session B
- 7) Innovations in Engineering Education: what makes innovation possible and sustainable.
- 8) Enhancing the Learning Environment
- 9) Canceled
- 10) Curriculum Integration: Why and How
- 11) Future Faculty Workshop: Incorporating Professionalism, Ethical Issues and Alternative Teaching Strategies into Lesson Plans.
- 12) Next Generation Principles to Enhance Student Learning
- 13) Teaching Methodology for Project Teams
Session C
- 14) Canceled
- 15) Stiquito: Build Your Own Personal Robot
- 16) Asynchronous Learning Network for Large Courses
- 17) Involving Students In The Act Of Learning: How To Use Cooperative Learning In Engineering Classes
- 18) Learning Styles in Science and Engineering: Separating Fact from Fiction
- 19) Educating Entrepreneurs: Teaching Creativity and New Product Development
- 20) Taking Advantage of National Science Foundation Opportunities
There is a registration fee for each workshop. This fee includes admission to the workshops selected, materials and workshop notes. Workshops with higher fees additional
Session A: Noon-3:00 PM
1) Computer Architecture - A Vehicle for Reinforcing Ideas in Computer Science
$40.00
Alan Clements, University of Teesside, England
alanclements@compuserve.com
Some students see computer architecture as an irrelevance because they will never design computers. This workshop describes how computer architecture can be made interesting bydemonstrating that its core concepts are applicable to all areas of computer science. The workshop will give participants an opportunity to think about what we teach and why we teach it. One exercise will be to create a modern curriculum. At Teesside we have concentrated on themes designed to interest students
while covering major concepts. For example, cache memory improves a computer's performance for little additional cost, allowing us to introduce performance metrics and design trade-offs. We look at the assembly language generated by a C compiler to reinforce ideas about pointers and passing parameters mechanism. We discuss high-performance computer buses and the facilities they offer-in particular the arbitration bus. Arbitration allows you to discuss how the hardware allocates resources and cover important topics such as fairness versus prioritization.
2) Active/Collaborative Learning and Teaming in the College Classroom
$40.00
P.K. Imbrie (Purdue University, imbrie@purdue.edu)
César Malavé (Texas A&M University, malave@tamu.edu)
Jim Morgan (Texas A&M University, j-morgan@tamu.edu)
Dan Budny (University of Pittsburgh, budny@pitt.edu)
This session introduces a faculty member to the basic concepts of active/collaborative learning (ACL), as well as how to apply these concepts in their courses. The session is presented in an active format with attendees working in teams and learning about ACL by using ACL methods. Attendees will be asked to work on a sample lesson plan, based upon their current teaching paradigm, and then modify the lesson plan during the remainder of the workshop using the key elements of teaming and active/collaborative learning.
This session also addresses issues related to team formation, such as what constitutes teamwork, team evaluation, and the like, and is taught in an active manner. In addition, the workshop introduces the necessary elements for successful teaming in the college classroom environment and addresses typical concerns of faculty members, such as how to grade teams, evaluate team performance, facilitate teams, etc.. Attendees will work in teams to answer some of the most commonly asked questions about managing teams and then present their solutions.
3) Bringing Real-World Issues to Engineering Design Course Using Case Studies
$140.00 (includes materials)
P.K. Raju, Thomas Walter Professor
Department of Mechanical Engineering
Auburn University
pkraju@eng.auburn.edu
Chetan Sankar, Thomas Walter Professor
Department of Management
Auburn University
sankar@business.auburn.edu
If you are an educator looking for new methods to invigorate your classes and show the relevance of theory to design and practice, this workshop is for you. The instructional materials used in this workshop received the 1999 ASME Curriculum Innovation Award and 1998 Premier Award for Excellence in Engineering Education Courseware sponsored by John Wiley & Sons, and NEEDS. The material consists of four case studies, competency materials, multi-media supplemental material. The use of case studies developed in partnership with industries and partially funded by the National Science Foundation DUE #9752353 and 9950514 brings real-world problem solving scenarios into the classroom. It provides opportunities for students to work in teams, learn from peers, and learn from themselves. An external evaluation suggests that implementation of this methodology in engineering design courses fulfills many of the ABET 2000 criteria and might lead to improvement of grades of students in subsequent courses.
4) Methods for Assessing ABET 2000 Outcomes: An Interactive Workshop
$40.00
Barbara M. Olds
Professor, Liberal Arts and International Studies
Colorado School of Mines
bolds@mines.edu
Mary Besterfield-Sacre
Assistant Professor
University of Pittsburgh
mbsacre@engrng.pitt.edu
Larry J. Shuman
Professor and Dean of Academic Affairs
University of Pittsburgh
shuman@engrng.pitt.edu
Harvey Wolfe
Professor and Department Chair
University of Pittsburgh
hwolfe@engrng.pitt.edu
Jack McGourty
Associate Dean, Fu Foundation School of Engineering and Applied Science
Columbia University
jm723@columbia.edu
Ron Miller
Professor, Chemical Engineering and Petroleum Refining
Colorado School of Mines
rmiller@mines.edu
Cynthia J. Atman
Director, Center for Engineering Learning and Teaching
and Associate Professor, Industrial Engineering
University of Washington
atman@engr.washington.edu
Gloria Rogers
Rose-Hulman Institute of Technology
gloria.rogers@rose-hulman.edu
ABET's Engineering Criteria 2000 document states that "the assessment process must demonstrate that the outcomes important to the mission of the institution and the objectives of the program, including those listed above [a-k], are being measured." This workshop is designed to help institutions and programs select the best assessment methods given their contexts (including program objectives, institution and program size, resources etc.). We have three main goals for this interactive workshop:
- To familiarize attendees with the major assessment methods that can be used to measure student achievement of EC 2000 learning outcomes a-k.
- To discuss the pros and cons of each assessment method.
- To provide participants with materials on the various methods that they can use to develop their own assessment plans. Materials include a select bibliography and the URL for our NSF-sponsored assessment project.
This workshop will build on a successful workshop presented by the same presenters at FIE99.
5) Using Outward Bound's Experiential Learning Approach
in Engineering Education
$40.00
Dr. Judith Lyczko
Director of the Center for Professional Development
Cooper Union
leap@cooper.edu
Dr. George Sidebotham
Professor of Chemical Engineering
Cooper Union
sidebo@cooper.edu
and a Cooper Union engineering undergraduate (to be selected)
Cooper Union and the New York City Outward Bound Center have collaborated for five years on developing leadership training for undergraduate engineers using experiential learning approaches. Structuring a student's experiences so they become active participants in acquiring knowledge, developing skills, and solving problems is a key part of both Cooper Union's team approach in the engineering laboratory and Outward Bound's expeditionary learning principles. This collaboration has developed a flexible package of engineering-related leadership training initiatives and physical exercises focused on increasing the professional confidence and personal self-esteem of women and men interested in science and engineering. With an underlying focus on professional development issues, Outward Bound ‘s expertise in physically challenging outdoor expeditions (rock-climbing, low and high ropes, canoeing, hiking, orienteering) is customized to the engineering classroom/lab and to the corporate/workplace needs of engineering undergraduates ("hands-on" problem-solving, innovation, gender, teamwork, communications, diversity, conflict negotiation, risk-taking). Up to 15 workshop attendees are invited to participate in physical challenges, team-building exercises, and problem-solving initiatives; each will receive materials for replication of the initiatives and exercises at their schools.
6) Evaluating, Selecting, and Using Computer Enhanced Learning
Technologies
and Courseware in Engineering Education
$40.00
Flora McMartin
Audience: reform minded faculty who are novice users of computer enhanced teaching and learning materials and who are willing to adapt innovative methods developed by others to fit their own goals.
Workshop outcomes:
- faculty will have increased self confidence and ability to find, evaluate, select, and use computer enhanced learning resources in teaching
- faculty will be able to quickly find, evaluate, select, and use these resources
- faculty will be able to integrate computer based resources into course and curriculum design using effective pedagogical practices
- faculty will practice applying evaluation criteria to various computer enhanced learning tools and technologies
Session B: 3:15-6:15 PM
7) Innovations in Engineering Education:
What Makes Innovation Possible and Sustainable.
$40.00
Professor Cindy Atmann @ Univ. of Washington <atman@engr.washington.edu>
Professor Larry Carlson @Univ. of Colorado <Lawrence.Carlson@Colorado.EDU>
Professor Ed Crawley @ MIT (unconfirmed) <crawley@mait.edu>
Professor Pam Eibeck @ NAU <Pamela.Eibeck@nau.edu>
Professor Dan Frey @ Olin <danfrey@mit.edu>
Professor Anthony Marchese @ Rowan <marchese@rowan.edu>
Professor Donald E Richards@ Rose-Hulman <donald.e.richards@rose-hulman.edu>
Professor Sheri Sheppard@ Stanford & Carnegie Foundation for the Advancement of Teaching <sheppard@cdr.stanford.edu>
Dr. Jackie Sullivan Univ. of Colorado <sully@neptune.colorado.edu>
Professor Ian Waitz@ MIT (unconfirmed) <iaw@mit.edu>
Dr. Eric Van Duzer@ Univ. of California-Berkeley <evd@uclink4.berkeley.edu>
The overarching objective of this workshop is to identify the major factors that contribute to the success of innovations in engineering education. In addition, small-group discussions will offer participants a chance to present and provide feedback on innovations that they are undertaking in their educational settings. To this end, the session will:
1) highlight successful innovations by "telling their stories". The stories will be on:
- Creating and implementing design courses from freshman-to-senior years involving multiple engineering departments.
- Creating an integrated sophomore engineering curriculum organized around a central theme --- conservation & accounting principles combined with system modeling.
- Establishing an "infrastruture" for improving teaching and learning to support an entire school of engineering.
- Restructuring an entire department.
- Creating a new school of engineering from the ground up.
- Rethinking how we think about our programs.
2) Provide participants with an opportunity to talk about their projects/experiments/innovations in a small group setting
8) Enhancing the Learning Environment
$40.00
Barbara Bogue
Director Women Engineering Program
Penn State University
Bbogue@engr.psu.edu
Rose Marra, Ph.D., Director Engineering Instructional Services
Penn State University
rmarra@psu.edu
This training session will expose engineering faculty and administrators to "In Their Own Words," a video-based workshop targeted toward engineering faculty and designed to enhance the overall learning environment. The target audience for the FIE workshop is engineering faculty members and administrators, directors of minority and women in engineering programs, faculty development personnel and other personnel who you believe would make a good facilitation team for this workshop at your institution. The objective is to develop with these attendees the skills necessary to facilitate this workshop (the "In Their Own Words" Video and accompanying workshop materials) at their institutions. Participants will come away with the workshop materials and the training necessary to offer the workshop at their own institutions.
9) Canceled
10) Curriculum Integration: Why and How
$40.00
Jeffrey E. Froyd
Texas A&M University
froyd@ee.tamu.edu
P. K. Imbrie
Purdue University
imbrie@purdue.edu
Curriculum integration is a pedagogical theory that asserts that learning can be facilitated by structuring multiple, cross-disciplinary learning activities so as to help students build connections among the topics that are presented. Students are learning a number of topics simultaneously and they actively expand their cognitive networks by adding new knowledge to their existing networks. Therefore, students may more easily and effectively assimilate new information if faculty coordinate and relate topics across different subjects and to topics external to their course. At the end of the workshop, participants will 1) be able to list organizing principles for integrating topics; 2) will be able to describe examples of integrated curricula; 3) will approach problems in science and engineering differently using an integrated approach; and 4) have printed and electronic resources to assist their ability to integrate topics. Participants should come ready to work on their own underlying ideas for integration and to develop exercises that they can use when they complete the workshop.
11) Future Faculty Workshop: Incorporating Professionalism, Ethical Issues and Alternative Teaching Strategies into Lesson Plans
$40.00
John A. N. Lee
Department of Computer Science
Virginia Tech
janlee@cc.vt.edu
Kevin Bowyer
Computer Science and Engineering
University of South Florida
kwb@csee.usf.edu
Future faculty in computer science and engineering will be expected to incorporate considerations of ethical, social, and professional concerns into their technical courses while at the same time utilizing innovative techniques of managing teaching and learning. Neither of these topics is typically part of the training of future faculty, and yet will be important elements of their course content. This workshop will provide insights into the available resources for melding professionalism and active learning into the lesson plans for the courses that the participants expect to teach when they begin to offer their first courses. The outcome is expected to include class outlines linked to available resources for professionalism topics to be presented through active learning techniques.
12) Next Generation Principles to Enhance Student Learning
$40.00
Dr. Sudhir Mehta
Professor, Mechanical Engineering and Applied Mechanics
North Dakota State University
mehta@badlands.nodak.edu
Dr. Scott Danielson
Associate Professor, Manufacturing and Aeronautical
Engineering Technology
Arizona State University East
sdanielson@asu.edu
This interactive workshop has two main components. First, proven pedagogical findings for enhancing student learning will be discussed in both small and large group formats. After small group discussion and reporting, the workshop leaders will share their twelve "Next Generation (NG) Principals" for enhancing student learning based on the literature and their own work (supported in part by the recent National Science Foundation grant "Statics: The next generation"). The second workshop component will focus on developing an implementation plan for using these proven methods in your own classes. Again, the workshop leaders will share how the NG Principals were implemented in their classes (with enrollments of 22, 50, and 100) at two different institutions, along with student assessment data. Additional information about this workshop will be available at http://www.ndus.nodak.edu/instruct/mehta/FIE .
13) Teaching Methodology for Project Teams
$40.00
Michel Marcus
Penn State York
mxm81@psu.edu
Students from Engineering Technology Programs should be able to work as members of Project Teams with Engineers to help find solutions to technical problems. Come and learn the methodology for problem solving by participating on a project team to derive solutions to an actual electromechanical design problem using a hematology analyzer from industry. This exercise will utilize the methods actually used by a project team from a Biomedical Instrumentation Corporation in which both engineers and technicians from various disciplines participated.
Session C: 7:00-10:00 PM
14) Canceled
15) Stiquito: Build Your Own Personal Robot (Materials ARE Included)
$65.00
James M. Conrad
North Carolina State University, and
Project Manager, Ericsson, Inc.
Research Triangle Park, NC 27709
jconrad@stiquito.com
This is a hands-on workshop! Stiquito is an inexpensive, hexapod robot that is used for secondary school and college education. Stiquito is 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 build the robot and learn how to use the robot to teach students topics like engineering, electronics, PC programming, and robotics. Workshop fees include the book and robot, but attendees should bring a pair of needle nose pliers, a Xacto knife, and a 9-volt battery for robot assembly. For more information about Stiquito and this workshop, visit http://www.stiquito.com.
16) Asynchronous Learning Network for Large Courses
$40.00
Michael Thoennessen
Michigan State University
thoennessen@nscl.msu.edu
Ed Kashy
Michigan State University
kashy@nscl.msu.edu
Guy Albertelli
Michigan State University
albertel@pilot.msu.edu
Asynchronous learning networks (ALNs) have typically been used to serve students in online courses with relatively small enrollments. Over the last few years, several networked tools have been developed to implement ALNs for large on-campus lecture classes (>250 students). The tutorial will focus on the system CAPA (Computer-Assisted Personalized Approach) developed at Michigan State University and implemented at over 50 institutions. CAPA can be used to create, deliver, and grade assignments, quizzes and examinations. It provides a discussion forum for students collaboration via the Web, and features extensive statistical information on student performance, both individually and for the class. Emphasis is placed on conceptual exercises to stimulate discussion among students during and outside lecture sessions. Examples of the wide variety of problems, questions, and simulations that can be applied in different fields will be presented. In addition to an introduction of the features and main components of CAPA, the workshop will present and discuss successes and problems encountered in the broad implementation of this technology in large enrollment courses.
17) Involving Students In The Act Of Learning:
How to Use Cooperative Learning in Engineering Classes
$40.00
Nikos J. Mourtos
Faculty Instructional Development Coordinator
San Jose State University
abebe@voyager.engr.sjsu.edu
njmourtos@coastside.net
Cooperative learning (CL), though not a new concept, appeared in engineering classrooms rather late (late 1980's) but has been gaining ground ever since. The reason it is becoming so popular, is none other than its effectiveness in helping students learn. In this workshop, participants will:
- Experience firsthand active learning, cooperative learning, and problem-based learning.
- Learn how to use CL effectively by structuring positive interdependence and individual accountability into all group activities.
- Discuss the impact of CL on student performance and attitude as well as the effectiveness of the teaching / learning process with and without CL.
- Discuss the challenges in implementing CL and brainstorm ways to overcome these hallenges.
- Make a lesson plan to use CL in one of their classes.
- Learn how to quickly assess the effectiveness of their teams.
- Learn how to assess the effectiveness of CL in their classes.
18) Learning Styles in Science and Engineering: Separating Fact from Fiction
$40.00
Teresa Larkin-Hein
American University
thein@american.edu
Dan D. Budny
University of Pittsburgh
budny@pitt.edu
A growing body of research suggests that increased learning gains can be achieved with adult students when instruction is designed with learning styles in mind. In this workshop, a brief summary of current research on learning styles, particularly as it pertains to science and engineering education will be provided. In addition, a summary of several prominent learning style models and their associated assessment tools will be shared. These learning style models include (but are not limited to): The Dunn and Dunn Model, the Kolb Model, and the Felder-Silverman Model. These models will be compared and contrasted in terms of their usefulness and application both inside and outside of the classroom. A brief summary of successful teaching and learning style strategies designed to assist faculty in the implementation of a learning style approach in their own classrooms will also be shared. Emphasis will be placed on adaptation of these strategies for use with a diverse population of students. Throughout this workshop, we will attempt to separate "fact from fiction" in relation to how to adapt and use a learning style approach in the classroom.
19) Educating Entrepreneurs:
Teaching Creativity and New Product Development
$75.00 (includes book)
Larry G. Richards
Mechanical and Aerospace Engineering
University of Virginia
lgr@virginia.edu
David W. Lewis
Mechanical and Aerospace Engineering
University of Virginia
dwl@virginia.edu
Henry Bolanos
U.S. Surgical Corporation
Yale University
University of Auckland
HENRY@compuserve.com
In this workshop, we describe our experiences teaching a course on Creativity and New Product Development at three universities (the University of Virginia, Yale University and the University of Auckland). Student teams develop an idea for a consumer product, analyze it, construct a prototype, develop a manufacturing plan, conduct a financial analysis, and write a business plan. Their final class presentation is designed as an appeal for venture capital, accompanied by a prospectus. Examples of several successful projects will be described in detail, and we will review what we have learned from our students over the life of this class.
The participants will experience the major milestones for these projects through hands-on activities at the workshop. They will complete selected class exercises and assignments - both individually and in teams.
20) Taking Advantage of National Science Foundation Opportunities
Special session from NSF
Wednesday, October 18, 2000 from 7:00-10:00pm in Chouteau A.
No fee or prior registration required.
Andrew Bernat, Peggie Weeks, Greg Tait, Harriet Taylor
Program Directors National Science Foundation
This workshop will highlight NSF Division of Undergraduate Education programs of interest to college faculty, discussing the opportunities, requirements and guidelines. It will include a discussion of the characteristics of a competitive proposal and the proposal process. Attendees will participate in a mock review panel using actual funded proposals in order to get a deeper understanding of the process. The goal is to help attendees develop competetive proposals in both computer science and in engineering.
Author Index | Sessions Index | Program | Workshops | Chairs | Corporate Affiliates | Exhibitors | Host | Keynote | New Faculty Fellows
Page last modified Wednesday, September 20, 2000.
URL: http://raven.cc.ukans.edu/~fie/
Page created Wednesday, July 12, 2000.