-specific assignments.Recognizing that these criteria could be challenging to implement, especially in capstone andlaboratory courses, program administrators developed periodic discipline-specific workshops, anannual Faculty Summer Institute, and a professionally staffed, discipline-specific communicationstudio to aid faculty development and student instruction. These resources and how theyevolved are illustrated using sample innovative communication assignments. Facultycommitment has grown to the point that all engineering disciplines have certified C-I courses orlabs as a part of their capstone experiences. Many disciplines have at least two and some asmany as the four required courses designated C-I.Student interest was enhanced by establishing
Paper ID #7138By the Students, for the students: A New Paradigm for Better Achieving theLearning ObjectivesMr. Mohammadjafar EsmaeiliDr. Ali Eydgahi, Eastern Michigan University Dr. Eydgahi is a professor in the school of Engineering Technology at Eastern Michigan University. He has supervised a number of graduate thesis and undergraduate projects in the areas of Unmanned Vehicle Design, Sensor Fusion, Speaker Recognition Design, Virtual Reality and Visualization, Digital Signal Processing, Control Systems, Robotics and Systems Automation. He has an extensive experience in curriculum and laboratory design and development
capstone design and laboratorycourses. The course runs as a one-semester, stand-alone course (not coupled to a complementarytechnical or laboratory course) with assignments ranging from laboratory reports, design reports,resumes, cover letters, interviews, technical presentations, and project proposals tocommunication with lay audiences. This paper takes a case study approach to examine theevolution of the laboratory report assignment over the course of three semesters. We found thatincorporating additional authenticity into laboratory report writing assignment motivated studentengagement and learning. Midterm and final course evaluations are used as data to reflect on theeffectiveness of three iterations of the assignment:· Fall 2011: Common
, Power Electronics and Controls for Photovoltaic Systems, Handbook of Research on Solar EnergySystems and Technologies (Eds: Dr. Sohail Anwar, Dr. Salahuddin Qazi, and Dr. Harry Efstathiadis), IGI, Global,pp. 68-125, 2012 (DOI: 10.4018/978-1-4666-1996-8.ch004).12. R. Belu, Wind Energy Conversion and Analysis, in Encyclopedia of Energy Engineering & Technology (Eds:Dr. Sohail Anwar et al.), Taylor and Francis, 2012 (in press).13. R. Belu, Renewable Energy Based Capstone Senior Design Projects for an Undergraduate EngineeringTechnology Curriculum, 2011 ASEEE Conference & Exposition, June 26 - 29, Vancouver, BC, Canada (CDProceedings).14. R. Belu and I. Husanu, An Undergraduate Course on Renewable Energy Conversion Systems for
should be theprimary goal of engineering educational institutions. An important and effective part ofengineering education is the design process. Many, if not all, engineering programs require asenior design project in which the students apply their undergraduate coursework to a discipline-specific design challenge. While senior-level design is the capstone of a student’s undergraduateeducation, the authors believe that design education should not be restricted to the final year.Instead it should be integrated throughout the curriculum and follow the development of thestudent. Additionally, effective implementation of design education should be unique to thecurrent technical level of the student. At the freshman level, design education should
engineering technical electives, one participated in a capstone designproject, and nearly all students conducted research in a faculty laboratory; no studentsparticipated in an engineering service project, industry internship, or formal clinical rotation asyet.The program supports eight (two at each of the four institutions out of country) studentexchanges per institution, 48 student exchanges total over the 4 year project duration. Theprogram is in its third year; none of the partner institutions have met this target allocation as yet.This may be attributed, at least in part, to the delayed completion of the MOU, personnelchanges affecting incoming student placement as well as recruitment of outgoing students,curriculum revisions affecting
sequence.Dr. Christopher P. Pung, Grand Valley State University Dr. Pung has interests in Composites, Product Design and Manufacturing. He is currently coordinating the Cornerstone and Capstone course sequences at Grand Valley State University.Dr. Sung-Hwan Joo, Grand Valley State University Dr. Sung-Hwan Joo earned his Ph.D. from the University of Oklahoma in 2006. He has served as an assistant professor at Grand Valley State University since 2008. His research areas are CAD, Design Optimzation, FEA. Page 23.1341.1 c American Society for Engineering Education, 2013 Using the ASME
has enhanced the quality ofundergraduate research thereby making the transition from undergraduate to graduate programsnatural and part of the culture. Involvement of undergraduates in research has taken variousforms: Research shadowing of MS and PhD students coupled with hands-on learning and simulation Summer research opportunities Internships Senior design and capstone projects Research poster sessions and oral presentations National conferences PublicationsIn the poster session, students present their research work at the school conference hall, wherefaculty members, post-doctoral fellows, industrial representatives, and other graduate studentsattend and participate in the discussions with
conducted by the NSE program chair with each graduating NSE student during his/her last quarter. The survey provides a measure of student impression of achievement for all a-k outcomes. Figure 1 provides a historical set of data that the NSE program has collected on the student outcomes. 3. Capstone Project Evaluations. At the completion of the senior design project sequence, all student teams participate in the senior design conference hosted by the college. This conference is held in conjunction with an industrial advisory board meeting for the NSE program. Advisory board members attend the senior design conference and provide an assessment of the senior projects. 4. NSE faculty assessment. In their junior
sustainability. Prior to joining the JMU Engineering faculty in 2012, Dr. Barrella was at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students
finding an activity that challenges all butdoes not overwhelm the weakest students. However, that concern is applicable only to class-level or course-level competitions.Intercollegiate competitions are not generated by an individual instructor/course director.Beyond this obvious difference, there are many other differences that the casual observer couldidentify, which make inferring greater learning-value seem plausible. Fortunately there is amodest body of evaluative work on the intercollegiate competition approach.Cooley et al.[6], evaluated a West Virginia University (WVU) capstone project in electricalengineering, where rather than a typical project, the students chose their work with the specificintent to enter it into an intercollegiate
equations. Assignmentproblems have included rigorous hand-work such as assembling stiffness matrices, as well ascomputer based solutions through non-specific computational software such as Excel orMATLAB®. The course traditionally has not included any exposure to, or instruction in, the useof commercial FEA software.Past feedback from advisory committees, capstone sponsors, senior exit surveys, and otheranecdotal evidence clearly indicated a problem with the curriculum’s approach to finiteelements. While program graduates may be well versed in the theory, there is strong evidencethat they are not skilled its proper application through the use of commercial FEA software.Common observations included poorly posed problems, unnecessary computational
capstone design experiences are often either (1) having thestudents devote their design to a project of their or the instructor’s choosing or (2) partneringwith industry groups who designate an authentic project for the students1,7. Design is also oftentaught in the first-year of the engineering curriculum as a first-year design experience in order toprovide students with “some flavor of what engineers actually do” and provide an experience“where they [can] learn the basic elements of the design process” (p. 103)1. However, there arealternatives to these traditional practices, such as service-learning courses that partner studentswith community groups where the design focus emanates from the relationship of the studentsand partnering group(s)8,9
12:37 PM problem Wed, Oct Their standards should be put on the website of IEEE or other organizations so that26. 31, 2012 students could have access for their capstone projects. 10:42 AM Using ASTM 42 as a model. Educators are taking part in developing standards for Wed, Oct27. Additive Manufacturing and educational
3 4 BMET Elective 8 3 3 4 BMET Capstone Project/Internship 8 3 3 4Weekly lecture hours, laboratory hours, and total credit hours are also provided. Laboratoryexercises will be conducted for 12 out of the 16 weeks in each semester. The program will bestructured within the 130 credit-hour limit set by the Georgia Board of Regents (BOR). Theproposed curriculum will have Sixty (60) hours of Mathematics, Science, English, and SocialScience core courses along with Seventy (70) hours of Technical courses. Of the 70 Technicalcredits, Thirty Four (34) will constitute a core of ECET courses; Twenty Nine (29) hours will beBMET
Paper ID #7102Developing Interdisciplinary Research Partners: The Learning by InnovativeNeuro Collaborations Research UREDr. Barbara Burks Fasse PhD, Georgia Institute of Technology Barbara Burks Fasse is the Director of Learning Sciences Innovation and Research in the Coulter De- partment of Biomedical Engineering (BME) at Georgia Tech. Dr. Fasse studies the efficacy and value of student-centered learning initiatives and reform pedagogy, specifically Problem-Based and Project-Based Learning, in classrooms, instructional labs, capstone design, and undergraduate research experiences. She joined the BME faculty in 2007
learning modules across a wide range of courses, from freshman year throughgraduation. An example of a course taught by one discipline that serves as a required course for studentsfrom some disciplines and as a special elective for students from other disciplines is CE475/480-Senior Design Project – 4 credits (two semester capstone project, 1st semester involves scopedefinition and scheduling, 2nd semester involves project design). This course is required for bothCE and CM students and is taken as an elective by ARCH students. This course has had severalissues related to integrating the work of the ARCH, CE, and CM students. This course typicallyhas problems with work assignments, budgets, scheduling, deadlines and milestones,determining
President of ALC Consulting and has been extensively involved with numerous projects for the IAEA. Page 23.1299.1 c American Society for Engineering Education, 2013Use of Sustainable and Systematic Plan to Assess Student Learning Outcomes for Non-Traditional IT StudentsAbstractExcelsior College has been considered as a pioneer institution in distance learning. Consideringthe needs of career-oriented adults learners, Excelsior recognized that college-level knowledgecan be obtained in many ways and designed a student-centered learning model that integratestransfer credits from
what is learned in courses and applying these softwareengineering processes within the context of real software development projects. The key issue asdocumented by previous studies is how to capture both the conceptual ideas of softwareengineering processes while at the same time (or in following semesters) implementing theseconcepts successfully within software development projects. Typically, the processes are taughtin one course with minimal implementation within a project; at the same time, softwaredevelopment courses emphasize the development with little to no formal utilization of processes.This is not a criticism of faculty; it is simply a very difficult task to cover both the processes andimplementation in a cohesive manner. Covering
Paper ID #5945Work-in-Progress: Teaching Responsibility for Safety in Bioengineering De-signDr. Denny C. Davis P.E., Washington State University Dr. Denny Davis is emeritus professor of Chemical and Bioengineering at Washington State University. He has taught bioengineering multidisciplinary design for approximately a decade, with recent attention given to entrepreneurial projects. Dr. Davis recently co-developed instructional materials on Prevention through Design in Bioengineering for the National Institute for Occupational Safety and Health (NIOSH). He is a Fellow of ASEE.Dr. Howard P Davis, Washington State University
instruments;this main objective encompasses the following specific ones: 1) to use systematic methods forthe development of devices: specifications, analysis, simulation, implementation and testing; 2)to have in consideration safety, noise and power consumption; 3) to use CAD tools for schematiccapture, simulation and PCB routing; 4) to understand the basic configurations and specificationsof medical power supplies and 5) to write microcontroller DSP software for real time acquisition,storage and transmission of biomedical data. MEDELAB is the most advanced required course for BME students following electricalconcentration. The course serves as a sort of capstone, consolidating the various skills studentshave acquired over their studies in the
AAiT used the new equipment to allow its senior (5th year )students to work on their capstone design projects in groups of 3 to 5 students. The studentsindicated that the availability of the new technology allowed them to expand the application oftheir projects and tackle more advanced topics. Some of the special features of the MS-IOBoardthat were exploited by the students are listed below. It should be noted that most of the featuresof the MS-IOBoard listed below that were exploited by the students are not available using otherequipment in the ECE laboratories. Clamp activated Switch Project: the students used the spectrum analyzer function of the MS- IOBoard to analyze the clap waveforms picked up by an electrets microphone. It
engineering tools and the ability to integrate knowledge from differentdisciplines.1,2 Undergraduate capstone design experiences are largely developed to provide asetting for the attainment of these skills, and many have demonstrated positive outcomes in theseareas.3,4 However, it remains a challenge to provide students with opportunities to hone theseskills, particularly those based in the highest levels of Bloom’s Taxonomy of synthesis andevaluation, elsewhere in the curriculum. The junior-level undergraduate biomedical engineeringlaboratory module described here attempts to do this by asking students to use three distinctengineering approaches toward a common problem in a multidisciplinary laboratory course.Multidisciplinary Laboratory Course
Paper ID #5948Growing Assessment Capacity of Engineering Educators through ASSESSDr. Denny C. Davis P.E., Washington State University Dr. Davis is emeritus professor of Chemical Engineering and Bioengineering at Washington State Uni- versity. He is project leader for the National Science Foundation grant supporting the development, implementation, and testing of ASSESS. He has led numerous projects focused on the development of assessment instruments for engineering design learning. He is a Fellow of ASEE.Dr. Jennifer E LeBeau, Washington State University Dr. Jennifer E. LeBeau is a research associate in the Learning and
projects to basic research activities. At thesame time, the previously independent K-12 outreach arm of the school was added tooutreach segment of the center. In the last decade, the K-12 outreach arm has beenoperating by offering teacher and student workshops, organizing conferences andcompetitions as well as summer camps. Events organized by the school have includedExpanding Your Horizons (EYH) Conference, MathCounts and First Tech Challenge(FTC) Competitions, and summer camps in Animatronics, CSI/Forensics, AlternativeEnergy/Sustainability, and Ecology. In addition, the outreach arm has been activelyengaged in the local exhibitions and fairs including Carnegie Science Center events.A new initiative has been developed to present research
aswell as problem/project-based learning activities, and while most laboratories may classify as anactive learning activity, large laboratory groups and too much structure coupled with excessivegiven information can essentially eliminate the problem/project-based learning atmosphere. In the traditional curriculum, the first exposure to a true open-ended project for moststudents is the capstone, senior design project, which to a student can be immenselyoverwhelming. At UL Lafayette an exit interview is given to each graduating senior. Includedin the exit interview are opportunities for students to comment on program weaknesses and makegeneral comments for improvements. Multiple times, students have made comments such as“limited open-ended
introductory materialsscience to capstone design courses, and go on into MSc and PhD levels; but also include the useof TRW in pre-university courses. Figure 1 depicts the countries from where contributions werereceived. Several case studies of active users of TRW in a number of higher educationinstitutions in several countries are presented and discussed in Silva et al. (2012). The sectionbelow offers an overview of their thoughts and uses of TRW.Figure 1. The countries from which institutions contributed to this paper. The map was drawn inCES EduPack with a database of “States of the World” available from the Teaching ResourcesWebsite. Page
holding successively responsible positions, he was selected as chief of the Aeroscience and Flight Mechanics Division in the Engineering Directorate at the Johnson Space Center in January 2001 and served in that position until retirement on December 31, 2010. A month after his arrival at NASA, the last Apollo mission, Apollo 17, was launched. Obviously, that was exciting, but in terms of his career, the commencement of the Space Shuttle Program in November 1972 was to have far more impact. As a result, Kanipe was able to begin his career working on what he says was the most interesting and exciting project he could possibly imagine: the Space Shuttle. Kanipe moved into management in May 1990 when he became the Deputy
then significant changes have been made to this course in order to make itmore enjoyable and effective in retaining students. Some of these changes include theestablishment of a departmental template used to prepare the materials that are distributed to thestudents, the inclusion of virtual instruments such as the NI myDAQ and Labview, and thereplacement of PSpice with NI Multisim and Ultiboard. The last two software utilities have madethe fabrication of PCBs easier for the students and faculty. Furthermore, the students are requiredto use the NI myDAQ in some of their laboratories and in the final project which some of themalso include the use of Labview. This paper will present the data collected as a part of the courseoffering over four
3 CIVL 317 5 - public policy concepts 2 CIVL 302 4 - highway construction contracts 3 CIVL 317 3 - project management 2 Notes: 1. Levels of Bloom’s Taxonomy 1.) Knowledge; 2.) Comprehension; 3.) Application; 4.) Analysis; 5.) Synthesis; 6.) Evaluation 2. Senior Capstone course are currently being adjusted and are not included in this matrix