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Conference Session
Innovative IE Course Content
Collection
2013 ASEE Annual Conference & Exposition
Authors
Justin W. Kile, Quinnipiac University
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
responding to others verbal and nonverbalcommunication. These aspects were identified, by the author, through conversations withemployers, practicing engineers, and recent graduates. Although the key areas are easily agreedupon, how best to satisfy them during a conversation is open to some interpretation by theindividuals involved in the conversation. Therefore, the goal of the activities is to get students tothink and reflect on how they communicate, how others communicate, successfulcommunication, poor communication and goals of professional communication. Hopefully,through this thought and reflection, the students will become aware of their communicationstyles and can become better communicators
Conference Session
Innovative IE Course Content
Collection
2013 ASEE Annual Conference & Exposition
Authors
Douglas H Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
information sheet and student survey after submitting the project butbefore receiving feedback reflecting their performance as defined by the rubric. The surveyfocused on the students’ perceived understanding of the project learning goals and confidence inability to implement the learning goals in real life.ResultsThe Gauge R&R Project was implemented at the University of Texas – Pan American (UTPA)in MANE 4311 – Quality Control during the Fall 2012 semester. Eleven students were enrolledin the course and eight submitted the (voluntary) demographic and survey sheets. The assessmentresults are provided in Tables 1 – 3.Table 1 contains the student demographic information. Participation in the demographic surveywas voluntary. The demographic
Conference Session
Innovative IE Course Content
Collection
2013 ASEE Annual Conference & Exposition
Authors
Connie Gomez, Galveston College; Heidi A. Taboada, University of Texas, El Paso; Jose F. Espiritu, University of Texas, El Paso
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
, consider, and discuss society’s norms, society’s needs, and society’s Page 23.1251.11expectations of engineering solutions and technology. The ability to think beyond thetechnological design is crucial to developing engineers that are also leaders and promoters ofsustainable policy.AcknowledgementsThis project is funded by a grant received by the United States Department of Agriculture underthe Hispanic-Serving Institutions Education Grants Program. The findings and the viewsexpressed in this paper are those of the authors and do not necessarily reflect the position of theUnited States Department of Agriculture.References 1. ABET Criteria
Conference Session
Innovative IE Curricula
Collection
2013 ASEE Annual Conference & Exposition
Authors
Susan L. Murray, Missouri University of Science & Technology; Terri M. Lynch-Caris, Kettering University
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
timely that the FE and PE exam specifications have been revisited to reflect changingpriorities within the profession. For academic departments to stay relevant and assist industrialengineering graduates to become PE licensed, modern curriculum should stay closely aligned tothe FE and PE exam specifications but not attempt to “teach to the test”. The paper concludeswith a discussion of how these specifications have been used to assess and update academiccurriculum.I. Background on Professional Licensure through NCEESThe National Council of Examiners for Engineering and Surveying (NCEES) is a nationalnonprofit organization dedicated to advancing professional licensure for engineers andsurveyors. It develops, administers, and scores the
Conference Session
Improving course effectiveness
Collection
2013 ASEE Annual Conference & Exposition
Authors
Richard L Marcellus, Northern Illinois University
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
applied probability itself, butalso for the nature of problems. They should understand structuring problems and posing problems.They should be informed that there is a spectrum of problems, ranging from well-structuredproblems with definite answers and clear boundaries, such as are found in traditional textbooks (andnowhere else), and open-ended, ill-structured problems, such as are found in the engineeringworkplace. The essential and unique point is that learners s must pose, clarify, and define problems,not simply solve them.And, at the same time, learners should practice metacognitive skills such as reflecting on how theyare building these schemes. Metacognitive activities are manifold and not easy to classify. Howeverthere is widespread
Conference Session
Innovative IE Course Content
Collection
2013 ASEE Annual Conference & Exposition
Authors
John P. Mullen, New Mexico State University
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
1 3. Specific range, such as 1 - 4, 2 - 4 and 3 - 4. 8 4. Four copies per month. 2 5. Illogical range, such as 2-8, 48-60, 4 - 5, etc. 5 6. Expect to sell 0 – 4 copies each month. 9Given that no distribution is specified, the most logical answer is #1. Response 2 considersexpectations, but is too specific for the given information. Responses of type 3 specify a rangeand do not mention expectations. Responses 4 and 5 are clearly incorrect. Response 6 is a logicalconclusion from the structure of the problem that does not reflect any stochastic thinking. Theseresults indicate that about 20% of the class had some
Conference Session
Improving course effectiveness
Collection
2013 ASEE Annual Conference & Exposition
Authors
Gregory L. Wiles P.E., Southern Polytechnic State University; Thomas Reid Ball, Southern Polytechnic State University (ENG)
Tagged Divisions
Engineering Economy, Engineering Management, Industrial Engineering
. (2005). A dynamic, systematic method for developing blended learning. Education, Communication & Information, 5(3), 221–232.4. Bassett, E., & Gallagher, S. (2005). Students prefer hybrids to fully online courses. Recruitment & Retention in Higher Education, 19(8), 7–8.5. Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences: Theory & Practice, 12(1), 438–442.6. Musawi, A. S. A. (2011). Blended learning. Journal of Turkish Science Education (TUSED), 8(2), 3–8.7. George-Palilonis, J., & Filak, V. (2009). Blended learning in the visual communications classroom: Student reflections on a multimedia course. Electronic Journal of e-Learning, 7(3), 247–256.8. Scherrer, C. R