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1526 Using Case Studies To Teach Engineering Technology

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education

Page Count

11

Page Numbers

9.4.1 - 9.4.11

Permanent URL

https://peer.asee.org/13548

Download Count

36

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Paper Authors

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Ann Beheler

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Wayne Jones

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1526

Using Case Studies to Teach Engineering Technology

Ann Beheler, Wayne A. Jones Division of Engineering Technology Collin County Community College District 9700 Wade Boulevard, Frisco, TX 75035

Abstract

Employers have often communicated to the educational community the need for graduates entering the workforce who have a thorough understanding of how to integrate technologies and solve real-world problems. Critical thinking and problem solving skills are required essentials and are not optional. Currently, the focus of a typical engineering technology curriculum is aimed at developing skills for students in particular areas. While we do focus on building critical thinking skills, we often have a “silo” approach to technology education that primarily emphasizes discipline specific knowledge opposed to integrated learning across curricula. We must do more to give the student experience that is relevant to the complex problems they will face in the real world. This paper explores the use of problem-based case studies to help solve this problem.

Collin County Community College has begun using a problem-based case study approach to give students experience solving real-world problems in the new Convergence Lab. Students work in teams to design and implement solutions that combine and integrate equipment from different manufacturers as well as various types of technology to create a real solution, all under the supervision of one or more instructors and advisory council members as indicated. Students must document their design and findings, and this documentation becomes a part of the students’ portfolios.

Each project requires the students to perform several or all of the following functions: Survey the site, interviewing employees of the company and determining the characteristics of the problem being addressed Perform feasibility studies Design a solution Evaluate the design Test the solution Implement the solution Document the solution in a form suitable to present to a customer Present the solution to the class

Proceedings of the 2004 American Society for Engineering Education Annual Conference &Exposition Copyright © 2004, American Society for Engineering Education

Beheler, A., & Jones, W. (2004, June), 1526 Using Case Studies To Teach Engineering Technology Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13548

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