AC 2009-1500: TEACHING FACILITY-MANAGEMENT PRACTICES: A CASESTUDYSarel Lavy, Texas A&M University Dr. Sarel Lavy (corresponding author), Assistant Professor, Department of Construction Science, College of Architecture, Texas A&M University, College Station, TX 77843-3137, USA, e-mail address: slavy@archmail.tamu.edu. Dr. Lavy is a faculty member in the Department of Construction Science, which is one of four departments in the College of Architecture at Texas A&M University. He also serves as the Associate Director of the CRS Center for Leadership and Management in the Design and Construction Industry. Dr. Lavy is a member of the International Facility Management
theseconflicting constraints, certain compromises are made in the delivery of the material to thestudents and in the exercises performed in the laboratory. Page 14.269.5The first compromise relates to the material that is selected. Rather than attempt to teach all ofthe material that might normally be associated with a 2000-level course in any one discipline, thechoice was made to pare the material to that which is essential to provide sufficient depth for thestudents to understand the related laboratory exercises. In this context, the emphasis in theclassroom is on the most commonly encountered concepts rather than interesting special cases.In
engineering and advised capstone design projects within the robotics and automation option. He received his PhD and M.S. degrees from Purdue University, both in electrical engineering. He received his BS in electrical and electronics engineering from Middle East Technical University. Dr. Padir currently teaches undergraduate robotics engineering courses at WPI, advises student projects and participates in curriculum development activities for WPI's robotics engineering BS degree. Page 14.428.1© American Society for Engineering Education, 2009 Designing an Undergraduate Robotics Engineering
engineering curriculum necessitated incorporation of controls engineeringcoursework in their program of study. An existing dynamic modeling and controls courseexisted between two departments: electrical engineering and mechanical engineering. With theintroduction of chemical engineers in the course, the chemical engineering specific lessons aretaught by a chemical engineering instructor. This organizational structure is important, allowingthe multidisciplinary faculty team to synchronize their efforts, bringing their individual strengthsand resources together for the course to promote student learning. The instructors engage inmeaningful dialogue concerning their assignments, lesson preparations, laboratory exercises, andtheir results. The
AC 2009-2414: DEVELOPMENT AND IMPLEMENTATION OF PBL AND OTHERINDUCTIVE PEDAGOGIES IN ENGINEERING SCIENCE: WORK IN PROGRESSJosef Rojter, Victoria University of Technology The author has an academic background in chemical and materials engineering at bachelor and master level and a doctorate in engineering education.He teaches primarily in areas of materials, manufacturing and process technology and is an active member at University's centre for innovation and sustainability. Page 14.466.1© American Society for Engineering Education, 2009 Development of Problem-Based Learning (PBL) and Other
biomedical systems engineering development laboratory. This is a small laboratory used to develop and research biomedical experiments.Two faculty members, one, Salah Badjou, a biophysicist in the electromechanical engineeringprogram, and the other an environmental engineer with education and expertise in biology, wereidentified for teaching the physiology courses.Curriculum:The curriculum may be thought of as a pyramid having as the base the electromechanicalengineering program, with the electrical and mechanical parts each representing half, and abiomedical concentration as the top of the pyramid. The result is a complete holistic educationintegrating the broadest fields of engineering with the life sciences. Table1 presents a matrix ofthe
AC 2009-83: PARTNERSHIPS FOR SUSTAINABLE DEVELOPMENT ANDINTERNATIONAL EDUCATIONBradley Striebig, James Madison University Dr. Bradley A. Striebig is an associate professor of Engineering at James Madison University. He has a Ph.D. in Environmental Engineering from Penn State University, where he was the head of the Environmental Technology Group at the Applied research Laboratory. Prior to accepting a position to develop the engineering program at James Madison University, Brad was a faculty member in the Civil Engineering department at Gonzaga University. He has worked on various water projects throughout the US and in Benin and Rwanda.Susan Norwood, Gonzaga University Susan Norwood
AC 2009-176: MULTIDISCIPLINARY ENGINEERING: FLEXIBILITY AND ABETACCREDITATIONPhillip Wankat, Purdue University Phil Wankat is the Clifton L. Lovell Distinguished Professor of Chemical Engineering and the Director of Undergraduate Degree Programs in the School of Engineering Education at Purdue University. He is interested in improving teaching methods, teaching new engineering professors how-to-teach, and increasing the accessibility of engineering education.Kamyar Haghighi, Purdue University Professor Kaymar Haghighi is the founding Head of the School of Engineering Education at Purdue University and is a professor of Agricultural and Biological Engineering. He is interested in developing
AC 2009-750: EDUCATING GENERATION Y IN ROBOTICSDavid Chang, United States Military AcademyPeter Hanlon, United States Military AcademyKirk Ingold, United States Military AcademyRobert Rabb, United States Military Academy Page 14.510.1© American Society for Engineering Education, 2009 Educating Generation ‘Y’ In RoboticsAbstractWe present our approach to educating the new Generation ‘Y’ using robotics in undergraduateeducation. This course is a laboratory based education for life-long learners through a look at anew course for non engineering majors in the senior year. As the centerpiece of this course, weuse a robotics platform to integrate introductory
pneumatic actuators, power transmission, materialsand static force analysis, controls and programmable embedded computer systems, systemintegration and robotic applications. Laboratory sessions consist of hands-on exercises andteam projects where students design and build mobile robots.RBE 2001. Unified Robotics I.First of a four-course sequence introducing foundational theory and practice of roboticsengineering from the fields of computer science, electrical engineering and mechanicalengineering. The focus of this course is the effective conversion of electrical power tomechanical power, and power transmission for purposes of locomotion, and of payloadmanipulation and delivery. Concepts of energy, power and kinematics will be applied.Concepts from
car student club. One has a BSME degree and a PhD in Acoustics, and teachesmechanical engineering courses, but has work experience in the automotive industry andtelecommunications industry. Another committee member has a BSME and PhD in mechanicalengineering, with work experience at NASA’s Jet Propulsions Laboratory. The fourthcommittee member has a BS in Mechanical Engineering Technology, teaches engineering andengineering technology courses, and has an expertise in manufacturing.The committee met several times during the spring semester in 2008 to formalize a mechatronicscurriculum that would fit within the existing BSE program that was accredited in 2007. Thislimits the curriculum to the 30-credits of engineering elective courses. Another
AC 2009-743: MERI: MULTIDISCIPLINARY EDUCATIONAL ROBOTICSINITIATIVECarlotta Berry, Rose-Hulman Institute of TechnologyMatthew Boutell, Rose-Hulman Institute of TechnologySteve Chenoweth, Rose-Hulman Institute of TechnologyDavid Fisher, Rose-Hulman Institute of Technology Page 14.877.1© American Society for Engineering Education, 2009 MERI: Multidisciplinary Educational Robotics InitiativeAbstractThis paper will describe the implementation of an innovative multidisciplinary roboticscertificate program at a small teaching institution in the Midwestern United States. TheMultidisciplinary Educational Robotics Initiative (MERI) is a product of a collaborative effortbetween
of their own graduates may be modest, departments of chemistry,mathematics, and physics are regarded as essential not only because of the importance of theirfields but also because they offer many courses for other majors. Not infrequently, these coursesare required for graduation, including many E/ET majors. Indeed their non-major coursesgenerate large quantities of student credit hours that further justify these departments and theircourses for non majors provide support for a number of teaching assistants that comprise a goodportion of their graduate students.Members of ASEE’s Multidisciplinary Division are the most likely faculty to develop EI coursesbecause they inherently have wide interests and tend to be familiar with resources for