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 The
following workshops will take place during the 2007
ASEE annual conference. Due to limited seating, you MUST register
for all workshops. Please note: Only those registered for the ASEE
annual conference are eligible to purchase tickets to workshops.
0525 - Accessible Design: It’s the Law / Universal Design:
It’s the Market
 12:30
p.m. - 2:00 p.m.
Design in Engineering Education Division
Accessible design is mandated by the ADA, Section 255 (Telecommunications
Act) and Section 508 (Rehab Act). These laws mandate accessible
design for built environments (e.g. buildings, transportation),
telecommunications products and services, and all electronic and
information technology purchased by the federal government and the
growing number of states that are adopting the 508 mandates and
guidelines. Universal design is being driven by global market forces.
Companies need to design products and services for diverse consumers
at reasonable prices. Toyota and OXO are just a few of the major
corporations that have embraced universal design in their operations
and products. Accessible design and universal design are closely
related but are driven by different societal forces. The design
principles are related and heavily overlap.
0241 - Assessment and Lifelong Learning
8:30 a.m. - 10:15 a.m.
Engineering Libraries Division
ABET’s lifelong learning outcome remains a difficult concept
to understand and assess. This workshop illustrates that lifelong
learning can be impacted upon by teaching students to locate and
use information appropriately in the context of an engineering course.
Students’ ability to engage in lifelong learning (LL) is impacted
by a skill set, information literacy (IL), which is commonly utilized
in instruction sessions taught by librarians. This workshop demonstrates
that a student’s lifelong learning behaviors are measurable,
based on the use of the information literacy skill set. Additionally
the skill set can be taught in parallel with the content of engineering
coursework, thus providing a context and an incentive to learn.
Teams of engineering faculty/librarian collaborators from six institutions
describe how they have built IL instruction and LL assessment into
the curriculum. This workshop will accomplish the following objectives:
highlight successful practices of integrating information literacy
into the engineering curriculum and courses; explain how faculty
can receive assistance in designing information literacy-related
assignments and/or activities; show faculty how to write outcomes
for lifelong learning and assess student achievement for the same;
and explore how faculty might share the contents of the workshop
with others at their institutions.
0230 - Case Studies in Engineering Education
8:30 a.m. - 10:15 a.m.
Educational Research & Methods Division
This three-hour workshop will have three parts: 1) A case study
based on our experiences in the engineering classroom. Participants
will read this “meta-case” before attending the workshop,
then engage in a group discussion. Techniques of effective case
teaching will be demonstrated while the case is being discussed.
2) A moderated discussion about case studies, their applicability
to a variety of classroom situations and effective practices in
writing and presenting cases. 3) A discussion of different types
of cases and their implementation in the classroom. Multiple styles
will be introduced, with participants acting as students to learn
the purpose and implementation of each type. At the conclusion of
this workshop participants will be able to: recognize the key elements
of the case-study style of teaching and what distinguishes cases
from lecture or stories; use different types of case studies to
meet specific class goals; access resources on effective practices
in case teaching and writing; and have experienced a case from the
student’s point of view and observed effective practices for
a case instructor. Case studies are an excellent way to deliver
content to students and can be easily implemented in lecture-style
courses or used to support active or problem-based learning. They
introduce technical material in a context that is relevant to and
helps motivate students. Open-ended discussion helps students identify
what concepts they need to learn during the course by asking themselves
“What do I need to know to solve this problem?” Cases
help prepare a class for later learning by helping students create
personal learning goals and demonstrating why content knowledge
is relevant to their careers. Addressing student questions through
a case study creates a scaffold around which knowledge will be structured
before learning occurs; creation of a scaffold is critical since
it is extremely difficult to restructure knowledge. A case study
is effective at creating a scaffold since it provides intent and
makes knowledge relevant to the learner. In brief, a case helps
establish common preconceptions shared by the entire class. Case
studies are student- rather than instructor-driven, which distinguishes
them from “war stories.” The ability to observe a student-driven
discussion helps the instructor discover what preconceptions or
misconceptions students have that may interfere with learning and
know their students. A case can show the relationship between technical
concepts and their social and ethical impact, limitations due to
resource availability, legal issues, management decision or interpersonal
conflicts. A case can help instructors quickly cover many of the
ABET outcomes that are difficult to incorporate into traditional
courses. Case studies help the instructor reach out to students
who are less engaged in the learning process. Characters in a case
can serve as positive (or negative) examples of engineers in the
workplace. Positive role models help to establish positive expectations,
which are correlated with success. Using a case study may impact
retention of underrepresented groups by creating an environment
that lets students utilize experiential or narrative modes of processing
information.
0267 - Design Squad: Get Kids Excited About Engineering
8:30 a.m. - 10:15 a.m.
K-12 & Pre-College Engineering Division
“Design Squad,” a new engineering show on PBS, has
free engineering resources you can use in classrooms, after-school
programs and event settings to get middle school kids excited about
engineering. At this workshop, you will learn how to lead hands-on
engineering activities with kids, host events and workshops, train
others and discuss ways to incorporate “Design Squad”
into your outreach programs. Try your hand at engineering challenges
from the Design Squad Educator’s Guide and Event Guide, like
designing a hidden alarm, building a toy car, creating a kinetic
sculpture and more. The educator’s guide provides in-depth
instructions to do four challenges over a 10-week period and includes
teaching strategies, science and engineering concepts and group
management tips. The event guide includes five reproducible activity
sheets (in English and Spanish), event set-up suggestions and tips
for working with kids. All attendees will receive a free copy of
the guides.
0460 - Develop Course Materials & Deliver Online
12:30 p.m. - 2:00 p.m.
International Division
This hands-on workshop is intended for engineering educators interested
in developing and assessing computer-based and Web-based active
learning resources for their courses. Workshop topics will include
discussion of hardware and software used in developing teaching
materials and techniques used to create the materials. Assessment
methods used will be discussed. Participants will receive a CD with
the information. The workshop was developed as part of grants from
NSF (CCLI-0088947), Hewlett Foundation (University of Wyoming) and
Texas Tech University.
0463 - Educator’s Introduction to Lean Certification
12:30 p.m. - 5:00 p.m.
Manufacturing Division
The workshop will provide a survey of the content and relevance
of Lean Certification as administered by the Society of Manufacturing
Engineers. This program of Lean Certification is used to verify
a body of knowledge and experience implementing lean practices.
0540 - Engineering and Poverty in America
2:15 p.m. - 4:00 p.m.
Engineering Ethics Division
The existence of poverty in the United States persists, notwithstanding
the immense technological advancements that have been made over
the last 50 years. This suggests that not all segments of the population
are receiving comparable benefits. Approximately 13 percent (39
million people) of the population is officially living in poverty.
For these people, quality of life has not increased since WWII.
This session will introduce the participants to notions of poverty
in the United States and shed light on prejudices often implicit
during the advancement of technology. During this session, participants
will be tasked with a conceptual design exercise relating to the
theme and will reflect on the criteria selected for their design.
By extension, they will also consider associated values within engineering
programs more generally. Finally, they will prototype a new instrument
that is intended to create a values map for the engineering profession.
0261 - Engineering Ethics Through Science Fiction: Exploring
the Implications of New Technologies
8:30 a.m. - 5:00 p.m.
Liberal Education Division
Engineering Ethics Division
Our increasing ability to control and manipulate matter points
to an increasing power to experiment with and even alter the fundamental
constitution of human existence and experience. The convergence
of nano-, bio- and information technologies, for example, raises
complex questions that challenge us to teach students to explore
the ramifications of those technologies through traditional instructional
methods. Alternative pedagogies are necessary to fully explore their
social and moral implications. In this workshop, participants will
be introduced to science fiction readings and films with ethics
content and approaches to using this material in the classroom,
including writing their own short stories. Participants will gain
ideas for gathering teaching materials, resources to support their
use of science fiction in teaching, classroom exercises for engaging
dialogue and a template for crafting short stories. Beyond practical
use in the classroom, the workshop is designed to stimulate and
engage the moral imagination of its participants.
0467 - Exploring the K-12 Components of the Engineering Pathway:
A User and Publisher Roadmap
12:30 p.m. - 2:00 p.m.
K-12 & Pre-College Engineering Division
This hands-on workshop introduces you to the K-12 components of
the Engineering Pathway—a portal to K-12 teaching and learning
resources in engineering, applied science and math—for use
by K-12 and university educators. Explore the K-12 engineering resources
in the collection and become acquainted with TeachEngineering.org,
a free online collection of standards-based lessons and activities
that use engineering as a vehicle for teaching and integrating science,
math and technology in K-12 settings. Become familiar with the Web-based
K-12 resources in the new Engineering Pathway as you learn how to
quickly locate K-12 engineering activities and lessons by many search
criteria, such as keywords, grade level, relevant educational standards
and more. Also, discover how to dust off your own great K-12 engineering
resources to disseminate them online to a broad audience. In this
workshop, learn how to publish your K-12 curriculum or resources
in the Engineering Pathway and in TeachEngineering.org.
0409 - Get Faculty Engaged in Entrepreneurship and the Students
Will LEAD
12:30 p.m. - 4:30 p.m.
Biomedical Engineering Division
Entrepreneurship Division
Entrepreneurship minors and entrepreneurial activities are nothing
new at U.S. universities. However, engineering programs that seamlessly
integrate entrepreneurship into the engineering curriculum are few
in number. This is likely due to the difficulty in adding courses
to an already overly ambitious curriculum in an environment where
fewer courses in a curriculum are being mandated. While imposing,
the task is not impossible. By first convincing the engineering
faculty of its importance and then by strategically introducing
concepts of innovation, creativity and business planning, entrepreneurship
can become an integral part of engineering programs. This workshop
will share strategies that can be used to introduce entrepreneurship
into already overly prescriptive engineering curricula. The goal
is to help the faculty who are proponents of entrepreneurship develop
techniques to convince fellow faculty members of its importance
to an engineer’s education. Participants will discuss techniques
that can be used to include entrepreneurship in an undergraduate
engineering curriculum.
0541 - Greenstone Digital Library
2:15 p.m. - 4:00 p.m.
Engineering Libraries Division
As greater numbers of engineering faculty produce digital versions
of their work (documents, AutoCAD files, images, data, etc.), the
problem of preserving and disseminating these results is becoming
more difficult. Often these data are not easily communicated in
a piecemeal fashion but are only significant when maintained in
a relational database system. Gaining institutional support to network
these materials may be difficult to obtain and resources for developing
a tailor-made repository may be impossible to obtain. The Greenstone
Workshop will introduce an open-source software system that allows
users to create their own repositories of digital objects. These
repositories may be maintained as local files, networked on the
Internet, or recorded to CD-ROM for export as stand-alone retrieval
systems. Access to materials can be provided to students or colleagues
through an interface designed for your application. This workshop
provides engineering faculty with a no-cost option for managing
and disseminating their materials. Greenstone is used globally and
can export data to institutional repository systems such as DSpace.
It provides a practical tool to support research and education in
the digital environment.
0413 - High-Performance Learning Environments (Hi-PeLE)
12:30 p.m. - 4:00 p.m.
Chemical Engineering Division
New Engineering Educators Division
This workshop focuses on the design, implementation and assessment
of high-performance learning environments (Hi-PeLE). We define Hi-PeLE
as high-retention methods to enhance learning effectiveness within
active/collaborative learning environments. The approach can be
used to teach inductively and bring the fun of discovery learning
back to the students. During the workshop, the basic ideas of Hi-PeLE
will be discussed along with key aspects of implementation and assessment.
Examples drawn from the presenters’ experiences will be included.
During the workshop, attendees will design Hi-PeLE’s to be
implemented in their own courses.
0209 - How People Learn Engineering
8:30 a.m. - 4:00 p.m.
Biomedical Engineering Division
K-12 & Pre-College Engineering Division
Before the workshop, participants will identify a course for possible
development or revision, identify objectives for that course and
consider how the various areas within the course relate/interrelate.
During the workshop, participants examine aspects of current HPL
learning theory (as set forth in the National Research Council’s
How People Learn: Brain, Mind, Experience and School [1999]) and
how to apply these in the structured lesson format of a Legacy Cycle.
They then use the Legacy Cycle in developing lessons and engage
collaboration and peer review in the process. After the workshop,
participants are encouraged to follow up with the facilitators on
the effects of their lesson implementation.
0545 - Introduction and Overview of the NSF Proposal Process
2:15 p.m. - 4:00 p.m.
Engineering Research Council
The workshop will provide an overview of the National Science Foundation,
its programs, procedures and policies. Topics to be covered include,
NSF organization, interacting with NSF program officers, proposal
writing and submission, the merit review process, the grant administration,
and being an NSF reviewer. The workshop is well suited for those
who are unfamiliar with NSF procedures and policies and are looking
to find out how to get started in creating a successful NSF proposal.
The workshop facilitator will be from the NSF, Division of Engineering
Education and Centers.
0263 - Lean Manufacturing Simulation
8:30 a.m. - 12:00 p.m.
Manufacturing Division
In this hands-on simulation, participants will learn how the principles
of lean manufacturing enhance throughout and flow in any process.
Two products are used to simulate a manufacturing assembly environment.
This provides a real experience that demonstrates the application
of lean concepts. Participants will also learn the eight wastes
that typically creep into any process and how to eliminate them.
0325 - NSF Capstone Design Assessment Workshop
10:30 a.m. – 12:00 p.m.
Design in Engineering Education Division
The purpose of this workshop is to introduce participants to classroom
assessments developed for capstone engineering design courses. Participants
will engage actively with assessments. They will be introduced to
the research foundation for capstone engineering design assessments,
explore specific assessment instruments and review student work
and scoring from selected assessments. Specific assessments are
presented for measuring individual student personal and professional
growth, team dynamics and productivity and their skills to identify
stakeholder needs and specify solution requirements. Participants
will benefit from: grasping a research foundation for design education
that develops learners and solutions; obtaining performance criteria
for four areas of performance for engineering design; receiving
assessment instruments and scoring rubrics for design performance;
realizing student performance measurable from design assessments;
and establishing networks with other educators engaged in capstone
design assessment.
0220 - Real-Time DSP for Educators: A Hands-On Workshop
8:30 a.m. - 4:15 p.m.
Computers in Education Division
This workshop will provide participants with a comprehensive introduction
to real-time DSP with an emphasis on how to incorporate these topics
into their own courses. Getting started with industry standard DSP
chips, such as the C6000 series from Texas Instruments, has been
a formidable task. Few educators have the time to do it, and most
of the available books and documentation don’t provide a smooth
transition from theory to practice. This workshop will be based
on a new real-time DSP book by the workshop organizers. The workshop
has been carefully crafted from a pedagogical perspective to quickly
provide the confidence, knowledge and skills to each participant
so that they can teach real-time DSP hardware topics in their courses.
Over a dozen papers by the workshop organizers were presented at
ASEE CoED sessions and appeared in the ASEE Computers in Education
Journal from 1998 to 2006, covering many of these and other topics.
They have met with great enthusiasm by the CoED audience, along
with requests for a book and such a workshop.
0213 - Recent Advances in Numerical Problem Solving by Integrating
Software - Polymath, Excel and MATLAB
8:30 a.m. - 10:15 a.m.
Chemical Engineering Division
Mathematics Division
The workshop will provide hands-on experience with software packages
that are useful in efficiently solving classroom examples and homework
problems within core engineering courses. The overall approach will
focus on general calculations, linear equations, nonlinear equations,
ordinary differential equations and regressions with statistics
(polynomial, multiple linear and nonlinear). This workshop will
provide insight into the practical aspects of problem solution with
validation and proper interpretations of results. Mathematical software
utilized will include Polymath, Excel and MATLAB. The recently developed
capabilities of Polymath to automatically generate Excel spreadsheets
and MATLAB files for entered problems will be extensively utilized.
Also highlighted will be the ability to solve ordinary differential
equations in Excel with a new Polymath ODE_Solver Add-In.
0240 - Robot Projects: Building, Promoting Understanding
8:30 a.m. - 11:30 a.m.
Computers in Education Division
This workshop develops effective instructional opportunities and
methods that promote student understanding and confidence growth
through robotics projects. Each co-moderator discusses best practices
drawn from experiences in the classroom and in robot competitions.
The topics include first-year engineering course development, undergraduate
research and design projects, robot competitions, K-12 curricula
and assessment strategies. Each of the co-moderators leads a breakout
session group, which reports to the workshop as a whole in the final
hour. Specific goals of the workshop are (1) to illustrate and describe
curricular connections and sample courses including undergraduate
research projects and first-year engineering projects; (2) to describe
assessment methods that evaluate success of robotics programs; (3)
to carry out brainstorming and problem-solving in breakout groups;
and (4) to provide a forum for sharing best practices. Participants
will be provided with a CD that contains all workshop materials.
0231 - Selecting and Evaluating Digital Learning Materials for
Engineering and Pre-Engineering Education
8:30 a.m. - 2:30 p.m.
Educational Research & Methods Division
Interested in improving your teaching and learning environment
by making it more exciting and more likely to capture the imagination
of your students? Are you trying to integrate simulations, applets,
case studies, courseware or other Web-based materials into your
classes? Where do you go to find these digital learning materials?
How do you evaluate the quality of the materials you do find? This
workshop introduces faculty who are interested in integrating digital
learning materials in their courses to an engineering digital library
containing resources that can be used to support teaching and learning
in both engineering higher education and in the pre-engineering
K-12 environment. In the workshop we will also explore a set of
criteria and methods useful in selecting and evaluating the quality
of these materials to help achieve typical course goals. The workshop
focuses on identifying pertinent resources included in the diversity
of educational digital libraries. The conversation and exercises
on the processes for selection, evaluation and adaptation will be
preceded by a discussion of educational research principles and
sound practices in teaching and learning. The audience will be introduced
to a general intellectual framework for integrating digital learning
materials that stresses identifying the particular learning objectives
for the use of particular materials. Participants will be introduced
to a several educational digital libraries to find these resources
but will focus on the Engineering Pathway collection at www.engineeringpathway.org.
They will have a hands-on opportunity to use these educational digital
libraries and become familiar with the features and services offered
to help users select and locate materials. Participants will be
introduced to two sets of evaluation criteria, those used in the
NEEDS Premier Award for Excellence in Engineering Education Courseware
and those used in a process more aligned with typical journal-style
peer review. They will have a hands-on opportunity to apply these
criteria to better understand the metrics for quality in digital
learning materials and how to apply these metrics to materials they
are considering using to help achieve their course goals. Learning
Objectives Workshop participants: will be able to apply a general
framework for integrating digital learning materials in their course
activities that matches their learning objectives for a given activity;
will be able to use educational digital libraries to locate and
select digital learning materials for use in their courses; will
understand the breadth and depth of resources available through
educational digital libraries, as well as the features each uses
to help its users select materials; and will be able to use a set
of criteria to evaluate the quality and potential usefulness of
a given digital learning resource to meet a particular learning
objective. Presentation Length and Focus: Preferred presentation
length is six hours, however, the workshop could be tailored to
fit into five hours and still provide major benefits. During a portion
of the workshop, the focus will be on faculty members primarily
interested in higher education. During a second portion of the workshop,
the focus will switch to K-12 pre-engineering. Intended Audience:
higher education faculty members from the broad spectrum of university
disciplines as well as K-12 teachers can benefit from attending
this workshop. University faculty interested in the teaching of
science, math, pre-engineering and technology at the K-12 level
will derive benefit from attending both portions of the workshop
by hearing about the crossover topics among the two domains. The
desire to improve teaching and learning through the appropriate
use of technology and technology-based materials is the only prerequisite.
Participants should also be willing to partake in the lively discussions
that this workshop generally invokes. Enrollment for the workshop
will be open to all conference attendees. However, some participants
will be invited in order to ensure that we are able to recruit a
solid set of lead library users from among the participants. Attendance
should be limited to between 30 to 35 people. Resources: The presenters
will provide a sufficient number of computers for the attendees
to use throughout the workshop.
0262 - Service Learning in Engineering Courses and Curricula
8:30 a.m. - 12:15 p.m.
Liberal Education Division
Service learning is a rapidly growing pedagogy in higher education
and within engineering, technology and computing. Service learning
provides a learning environment that is very well matched with ABET.
Students can learn strong technical skills while developing teamwork,
communication and leaderships skills. The community and human context
of service learning provides rich learning experiences for contemporary
social, global and ethical issues. Service learning also provides
the kind of curricular efficiency necessary to meet the attributes
called for in the National Academy’s Engineer of 2020. Evidence
suggests that service learning also has the potential to increase
participation among underrepresented populations within engineering,
technology and computing. This interactive workshop will provide
an introduction to service learning and allow participants to explore
how it could be integrated into their own courses and curricula.
Resources, partnerships and potential barriers will be discussed
to provide strategies for successful implementation at the participants’
own institutions.
0408 - Spiral Curriculum: Theory and Application in Engineering
12:30 p.m. - 2:00 p.m.
Biological & Agricultural Engineering Division
A spiral curriculum (SC) revisits basic concepts repeatedly, building
upon them until the student has grasped the full formal apparatus
that goes with them. This model of learning, proposed by psychologist
Jerome Bruner, offers enhanced and sustainable learning experiences
for students. It is being successfully applied to a new biological
engineering curriculum. In this interactive workshop, attendees
will: (1) learn the key concepts for planning and implementing a
spiral curriculum; (2) learn from the experiences of a biological
engineering curriculum that was reformulated using SC principles;
(3) develop initial plans for creating an SC model in their chosen
engineering curriculum; and (4) learn how to develop successful
collaborations between engineering and education faculty within
institutional frameworks.
0447 - Teaching Embedded Systems With PIC18 Microcontroller Hands-On
Workshop
12:30 p.m. - 5:00 p.m.
Engineering Technology Division
This workshop is concerned with the designing of embedded systems
based on PIC18F microcontrollers. In recent years, PIC microcontrollers
have consistently ranked first in sales among various microcontrollers,
and they have begun to gain considerable popularity in the teaching
environment. This workshop will provide participants with a comprehensive
introduction to the family of PIC18F microcontrollers and the architecture
of the PIC18F microcontroller. The latter part will focus on the
Microchip IDE (Integrated Development Environment) and hands-on
exercises. Attendees will get hands-on experience with the Microchip
IDE in developing, designing and troubleshooting assembly and C
language problems. Attendees will also receive a disk with Microchip
IDE, instructional materials, application notes, PICkit Demo Board
and a textbook based on the PIC18F microcontroller authored by the
presenter.
0336 - Undergraduate Deans Forum
10:30 a.m. - 4:15 p.m.
Engineering Deans Council
This forum is intended for assistant/associate deans with responsibilities
for undergraduate education. Presentations and topics of mutual
interest to undergraduate deans will be solicited by mid-March,
and the most popular and relevant topics will be placed on the program.
Please bring your own lunch.
0234 - Writing Proposals to Meet NSF’s Expectations
8:30 a.m. - 5:30 p.m.
Educational Research & Methods Division
The workshop will encompass three related but separate themes relevant
to writing effective educational proposals. The three themes are
treated in separate sub-sessions of the workshop and participants
may attend any or all of the sub-sessions. Each sub-session will
engage participants using a structured guided-interactive methodology
that leads them through a series of topics. For each topic, the
workshop will introduce the issues related to the topic, engage
participants in group exercises designed to explore and share their
understanding of these issues and then provide some expert opinion
on these issues. Part A of the workshop, from 9:00 a.m. - noon,
will examine how to write more effective proposals. Upon completing
this portion, participants will be able to identify and use better
strategies to improve their engineering education proposals. Part
B, from 1:00 p.m. to 3:00 p.m., will provide guidance for the development
of a project evaluation plan. At the end of this sub-session, participants
will have a basis for working with an evaluator to collaboratively
develop and implement an evaluation plan. Part C, from 3:30 p.m.
to 5:30 p.m., will concentrate on approaches for addressing the
broader impacts review criterion. Specific goals of Part B are:
(1) to develop a better understanding of NSF’s broader impacts
criterion and (2) to learn how to enhance broader impacts in a proposal.
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For most current program please visit: www.asee.org/annual2007
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