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2011 Pacific Southwest Section Meeting

Authors

AJ Almaguer

need for fun, engaging activities.Additionally, we defined some user requirements for our university, which include the need torecruit potential students and conduct outreach within the financial constraints of a publicuniversity. The slogan for the College of Engineering is “Educating Leaders, CreatingKnowledge, Serving Society” and hence we aimed to meet the need to develop alumni withstrong leadership skills.In an effort to address these problems and meet the user requirements, we joined efforts with ourfellow student leaders and created Building Engineers and Mentors (BEAM), which is now astudent organization, and a course at the university. BEAM is a group of engineering and sciencestudents that develop and teach hands-on lesson plans at

Collection

2011 Pacific Southwest Section Meeting

Authors

Shoba Krishnan; Ruth Davis; Marco Bravo; Melissa Gilbert

been symbiotic with SantaClara University students gaining design experience and the Walden West camp gettinginfrastructure built. Now this strong ongoing relationship is becoming self-sustaining withstudents brainstorming ways of integration for more efficient use. For example, during the designphase, the two teams of this academic year are planning to build an energy storage system thatcombines the solar power generated from “Make it Rain” with the wind energy harnessed from“Blades of Power”.STEM Outreach Component of the Projects Walden West’s camp program is operated on the premise that students learn best throughinvolvement in hands-on educational activities. “The mission of the Walden West SchoolFoundation is to inspire every

Collection

2011 Pacific Southwest Section Meeting

Authors

R. Radharamanan

entrepreneurial senior design projects were funded; 50 ormore students participated in the business plan/entrepreneurial senior design projectcompetitions; one of the projects received national and state recognition; five projects receivedregional/Mercer awards; more than 30 papers were presented in regional, national, andinternational conferences by faculty and students; students and faculty applied for 3 provisionalpatents and 1 utility patent; students and faculty are in the process of forming at least two startupcompanies focusing on low cost electromechanical and biomedical devices; and more than 20students are working as intrapreneurs in major industries/corporations in Georgia andneighboring states. Students and faculty team are preparing to

Collection

2011 Pacific Southwest Section Meeting

Authors

Rafael D. Alvarez; Raga M. Bakhiet; Theresa M. Garcia; Angeline V. Yang

 Summer Team Internships ● Scholarships  StrengthsQuest assessment and analysis ● Regional STEM Competitions  Faculty Advisors ● San Diego Region Joint Planning ConferenceOne of the most significant activities is the summer team internship in leading science and engineeringfirms across San Diego county providing students with opportunities to increase their knowledge andto develop skills for academic and workplace success, and ultimately to become part of the region’seconomic development. The SPSD activities are designed to address three important educationalfactors:  Raising minority academic achievement in science and engineering  Providing necessary guidance

Collection

2011 Pacific Southwest Section Meeting

Authors

Jin-Lee Kim; Tang-Hung Nguyen

, American Society for Engineering Education  128  Table 1. Performance Criteria and Evaluation Methods. Outcome 1: Understand the language of construction drawings. The student will be able to identify lines, symbols, and standards commonly used in construction drawings. The student will be able to accurately interpret information.(e.g. dimensions, symbols, graphs, texts, etc.) in construction drawings for both residential and commercial construction. The student will be able to interpret and relate written specifications of a construction project to drawing plans of that project.ation methods: examinations, assignments and in

Collection

2011 Pacific Southwest Section Meeting

Authors

Jennifer Van Donk; Justin Lekos; Sarah Baker; Kevin Yamauchi; Adam Paicely; Brian P. Self; A. Matthew Robinson

students are encouraged to consider these specific course learning outcomes:1. Apply a formal engineering design process to solve an open-ended, externally supplied engineering design problem.2. Work effectively on an engineering team.3. Formally define an engineering problem and generate an engineering specification document.4. Apply creative techniques to generate conceptual design solutions.5. Apply structured decision schemes to select appropriate engineering concepts in a team environment.6. Evaluate potential design solutions through the use of engineering and physical science analysis techniques and tools.7. Construct and test prototype designs.8. Develop and implement a design verification plan and report.9. Communicate and

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2011 Pacific Southwest Section Meeting

Authors

configurations ranging from acourse in which the primary instructor receives help from a supporting instructor in the form ofoccasional lectures to a course in which two instructors equally share in all course planning,lecturing, monitoring of activities, and grading tasks. As will be recounted in the followingparagraphs, this second configuration was adopted for AE 421.Eight years ago, the AE faculty responsible for teaching AE 421 approached the campus'HU/COM instructors and asked for help in addressing students' weaknesses in communication.Specifically, although they were seniors poised to graduate and enter industry, students needed torefine their skills in writing technical documents such as test plans and test reports and in givingformal

Collection

2011 Pacific Southwest Section Meeting

Authors

Bradley A. Hyatt

  105 2006); (2) building information modeling (BIM) (Jones, et al 2009); and (3) integrated projectdelivery (Johnson and Gunderson 2008). Collectively, these trends are changing the way thatindustry members operate and the way that many projects are executed.The second step of this initial research focused on current practices and trends the in delivery ofsenior project or capstone courses in engineering and construction programs. The literaturereview provided three primary practices: (1) problem based learning [PBL] (Savage, Chen, andVanasupa 2007); (2) multidisciplinary approaches; and (3) service learning [SL] opportunities.The final step was a review of the current CM Program Student Outcomes Assessment Plan(SOAP). The SOAP listed the

Collection

2011 Pacific Southwest Section Meeting

Authors

Amelito Enriquez; Catherine Lipe; Tom Nguyen

requirements beforetransferring to a four-year institution. To better serve the needs of these students, four differentaward levels were developed for Cañada’s S-STEM program. The first three levels are to supportstudents’ three-year tenure at the College, and the fourth to support transfer. Achievement Level1 scholarship is for students who are eligible to enroll in Trigonometry or Pre-calculus at thetime of the award and have three-years of study at Cañada College before transfer. AchievementLevel 2 is for students who are registered in Calculus 1, or higher, at the time of the award, andare within two years of completing their Student Educational Plans (SEP) and transferring.Achievement Level 3 is for students who are within a year of completing

Collection

2011 Pacific Southwest Section Meeting

Authors

James Guthrie

the application of the diagrams to simplethree-dimensional structures. Skills to analyze structures composed of bending (beams) membersparticularly, free body diagrams, are developed.Following Structures I and Structures II, is a course entitled Structural Systems. This course isfor ARCH and CM students only. This is the course in which the focus shifts from elements tobuilding structures. Building on the skills learned in Structures I and Structures II, studentsdevelop the skills to analyze simple buildings composed of axial and bending members. Theylearn about structural stability, gravity and lateral loads, the development of framing plans, thebehavior and comparison of structural building systems, framing schemes and buildingconfiguration

Collection

2011 Pacific Southwest Section Meeting

Authors

Angela Beck; Jim Helbling

two instructors equally share in all course planning,lecturing, monitoring of activities, and grading tasks. As will be recounted in the followingparagraphs, this second configuration was adopted for AE 421.Eight years ago, the AE faculty responsible for teaching AE 421 approached the campus'HU/COM instructors and asked for help in addressing students' weaknesses in communication.Specifically, although they were seniors poised to graduate and enter industry, students needed torefine their skills in writing technical documents such as test plans and test reports and in givingformal presentations. In other words, the AE faculty requested help in meeting ABET outcome"g" which states that "Engineering programs must demonstrate that their students

Collection

2011 Pacific Southwest Section Meeting

Authors

Lily Gossage

their family. 4.67% of students reported that they were unconcernedabout their family’s reaction to either their success or their failure in an engineering career. Proceedings of the 2011 PSW American Society for Engineering Education Zone IV Conference  Copyright © 2011, American Society for Engineering Education  155  Figure 6. Latino/Hispanic Responses to Question 5.In examining how students balance engineering career interests against supporting their families,133 (88.7%) students reported that their career plans were aligned to plans for financiallysupporting their families. Only 4 students reported

Collection

2011 Pacific Southwest Section Meeting

Authors

Stacy Gleixner; Elena Klaw PhD; Patricia Backer

planning, implemention and evaluation of the project; developing outcome measures;and documenting, analyzing and interpreting outcome data.Renewable Energy Engineering Class Service Learning Project DetailsThe students go through several milestones throughout the semester for the Renewable Energyservice learning project. First, the students are assigned to a renewable energy technology (suchas solar cells or wind power). Students are surveyed on their preferences and teams are assignedthat balance the student’s choice while also diversifying student majors and level(undergraduate/graduate). Next, students individually write an overview of the technology thatreferences at least three media articles. The goal of this assignment is to build in each

Collection

2011 Pacific Southwest Section Meeting

Authors

Fariborz M. Tehrani

and practice experiences include structural analysis and design, earthquake resistant design, building materials and construction, road and bridge design, and project management. His research on sliding seismic isolation resulted in a patented methodology, Sliding Foundation System with Safety Margin, which was applied in construction of a small building in 1998. He has contributed to the engineering design of more than fifty structures and infrastructures, management and planning of nearly $150 million projects, and several research projects and proposals. Fariborz holds membership of American Society of Civil Engineers, American Concrete Institute, and Engineers without Borders. He is currently an Assistant Professor in

Collection

2011 Pacific Southwest Section Meeting

Authors

Wayne C. Pilkington

recordingsIntroductionLecture capture, the recording of face-to-face classroom lectures in digital format, and makingthese recordings available for asynchronous first-time viewing or reviewing by students, is animportant and beneficial tool for engineering education that has been in use for several yearsnow; but that has experienced a slow adoption rate. In the 2010 National Survey of InformationTechnology in Higher Education[1], a survey of senior campus information technology officersfrom 523 public and private colleges and universities across the United States, more than sixtypercent of the survey participants either “agree” or “strongly agree” that lecture capture is animportant part of their plans for developing and delivering instructional materials. However

Collection

2011 Pacific Southwest Section Meeting

Authors

Collin Heller; Brian P. Self

Collection

2011 Pacific Southwest Section Meeting

Authors

Mohammad N. Amin; Pradip Peter Dey; Bhaskar Raj Sinha; Gordon W. Romney

  24    Figure-7: MSWC Program Learning Outcomes and Project Learning Outcome13In this program, students are encouraged and recommended to work as a team to gain valuableexperience that is needed by most industries in the 21st Century. In the first month, students formteams (2 to 3 students in a team), select research topics, conduct literature search, analyze criticalaspects, and plan to reach a viable solution. In the second and third months, students perform thenecessary tests/experiments, data collections, build prototypes, prepare project reports, makeformal presentations, and prototype demonstration. All MSWC projects are subject