Conference Session

Experiences in Teaching Energy Courses

Collection

2007 Annual Conference & Exposition

Authors

Timothy Skvarenina, Purdue University

Tagged Divisions

Energy Conversion and Conservation

example, a paper last year provided results ofstudents’ attitudes towards ethics issues11. Sixteen questions from the paper (Table 1) were putinto the CPS software and 35 students were surveyed following a discussion of the Enron Page 12.1018.7scandal and its effects on the energy business. Using the responders, I was able to obtainresponses to the 16 questions in five or six minutes and the software provided me with a report of Table 1: Questions for Results Reported in Figure 4 1. It is important for me to receive some formal ethics training during my college career 2. It is important for engineers to be aware they may encouter ethical conflicts

Conference Session

New Trends in Energy Curriculum

Collection

2007 Annual Conference & Exposition

Authors

Bradley Rogers, Arizona State University; Mark Henderson, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

Energy Conversion and Conservation

a-kThis ongoing course continues to support the general program outcomes as articulated by theABET criteria for accrediting engineering programs, categories a through k of criterion 3.Specifically, Engineering programs must demonstrate that their students attain outcomes a-k,listed below.a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design and conduct experiments, as well as to analyze and interpret datac. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabilityd. an ability to function on multi-disciplinary teamse. an ability to

Conference Session

Teaching Emerging Energy Technologies

Collection

2007 Annual Conference & Exposition

Authors

Arunachala Nadar Mada Kannan; Lakshmi Munukutla, Arizona State University

Tagged Divisions

Energy Conversion and Conservation

introduce students toapplications of nanotechnology through four different modules. The modules are selected inorder to have hierarchy in student learning in three different areas (fuel cells, batteries andsolar photovoltaics) of alternative energy technologies. The modular nature of this proposedcourse will offer the benefit of allowing students to register for varying credit hoursdepending on their interest/requirement. The course contents are given below in fourmodules: 1. Nanotechnology ‚ What is in the nanotechnology ‚ Synthesis and characterization of carbon nanotubes ‚ Energy related application areas ‚ Implications for philosophy, ethics, and society 2. Smart Batteries ‚ Nanomaterials for anodes

Conference Session

Experiences in Teaching Energy Courses

Collection

2007 Annual Conference & Exposition

Authors

Slobodan Petrovic, Arizona State University; Lakshmi Munukutla, Arizona State University; John Robertson, Arizona State University

Tagged Divisions

Energy Conversion and Conservation

students.Besides developing disciplinary knowledge and skills in their area of specialization as well asgeneral studies competencies, students in all disciplines at the Polytechnic campus are expectedto demonstrate knowledge and skills in the 7 core areas: ethics, communication, critical thinking,social and leadership skills, information literacy, scientific and technological knowledge andskills, and quantitative knowledge and skills. In their portfolios students must provide evidencethat the learning has occurred in their majors and in the seven core areas. Furthermore, thestrongest practical concept used at the Polytechnic is problem-based learning. The followingmain principles are expected to be incorporated and maintained in each class: students must

Conference Session

New Trends in Energy Curriculum

Collection

2007 Annual Conference & Exposition

Authors

Kendrick Aung, Lamar University

Tagged Divisions

Energy Conversion and Conservation

, science and engineering (c) an ability to design a system, component or process to meet desired needs (e) an understanding of professional and ethical responsibility (h) a recognition of the need for, and an ability to engage in life-long learning (m) an ability to use statistics and linear algebra (n) an ability to work professionally in both thermal and mechanical systems areas including the design and realization of such systems Page 12.462.7 (o) an ability to work effectively as team members in mechanical engineering projectsEven though there are seven outcomes given above, outcomes (c) and (n) are the major outcomesrequired

Conference Session

Project-Based Education in Energy Conversion

Collection

2007 Annual Conference & Exposition

Authors

Margaret Bailey, Rochester Institute of Technology

Tagged Divisions

Energy Conversion and Conservation