AC 2012-4441: TEACHING CREATIVE THINKING USING PROBLEM-BASED LEARNINGProf. Ralph Ocon, Purdue University, Calumet Page 25.1245.1 c American Society for Engineering Education, 2012 Teaching Creative Thinking Using Problem-Based LearningAbstractAs global competition and technological innovation continue to challenge businessorganizations, the ability to solve diverse and complex problems has become essential forstudents in every academic discipline. While pursuing their careers, technology andengineering students will soon realize that the development of creative problem solvingskills is fundamental for success in today’s
. Page 25.553.4Rationale for the management papersMany engineering students expect engineering science and competence in design to be morerelevant to their chosen career than management skills. In modern engineering it is quitelikely that an operational engineer may be required to be a manager with the skills to thinkbroadly and act responsively. In fact, many professional engineers become involved inmanagement early in their working life, and find their career development path leading tosenior management positions.In these senior roles, they find that their skills as communicators and conceptual planners canoften be more demanding than their engineering skills. Quite often their decision-makingincludes dealing with uncertainty, where the time
at national and regional conferences, and • Increase student interest to work for USDA(d) Student Recruitment and Retention BGREEN will recruit and retain students interested in being part of the next generation ofSustainable Energy leaders. Each of the institutions in the consortium will participate inestablished K-12 outreach activities at various outreach programs (i.e., ExciTES summerprogram, pre-freshman Engineering Program (PREP)). Additionally, in each semester, eventsand extracurricular activities will be carried out at each of the partner institutions to ensure aproper cohesion of the participating students funded through this program (i.e., speaker seminarseries, scientific method workshop, career activities, field trips
important for the profession and the academic programs, they are alsocritical to student success. The design experience they complete in the course has the potentialto influence their career trajectory, satisfaction with the academic program, and self-efficacy.The challenge then becomes determining the best capstone model to maximize this potential. Acomprehensive understanding of various capstone course models will help determine if there isone best model or if it may depend on characteristics of the program such as geographic location,student body size, and faculty size.Literature ReviewPast research on capstone design courses in engineering has focused on how to best structure thecourse to serve the educational needs of the students, as well as
interviews yielded substantive Page 25.156.4information. To complement and corroborate the qualitative data obtained from the interviews, abrief three-item survey was administered to a larger population of recruiters, approximately 165,visiting the RHIT fall Career Fair. With the exception of Executive Recruiters (not present at theCareer Fair), the larger group contained similar demographics to face-to-face interviews.The quantitative aspect of this endeavor asked participants to answer the following questions: 1. Do you know the difference between Engineering and Engineering Technology Baccalaureate Degrees (e.g. Mechanical Engineering vs
obtain a bachelor’s degree do not permit expandingcore or concentration curriculum. Leadership topics are covered in certain engineering electivessuch as the course covering entrepreneurship. With faculty workloads and contact hours beingabove norms, the department prefers implementing leadership topics within existing courses thatdiscuss interpersonal relations, teamwork and what are commonly called the “soft” skills.As part of the department’s continuous improvement and in an effort to provide students withtools to aid their transitions from campus to career, the department is in the early stages ofdeveloping an electronic portfolio (e-portfolio) system of capturing student reflections oflearning progress throughout their academic studies. E
it may work fora wide range of careers; however, they do not necessarily see benefits in their specific companyor area within a company. For example, some who completed the survey may work in areaswhere management is overseeing activities that does not involve machining.Safety ConcernsThere were some differences in how participants viewed the factor of safety with regards to thesubstitution of bench-top lathes for industrial lathes in educational settings. Faculty, for instance,have divided opinions concerning the impact of a lack of certain safety features on bench-toplathes and what this may mean for their suitability in educational settings, as 46.6% view the lackof a brake as a concern while only 13.6% did not feel it was. The remaining
slides.Obviously, results are going to vary greatly depending on how well the implementation isplanned and carried out. In addition, there is the issue of cost. With students typically alreadyspending a great deal on a textbook, requiring them to also purchase a clicker (the model we use Page 25.479.8runs about $35 if purchased on line from the vendor) is difficult to ask. Our implementation ofthis technology has been school wide and therefore all classes that are using clickers are usingthe same model. Thus our students have the opportunity to not only spread this cost over one 15-week course but over their entire undergraduate career…making that extra
economic analysis, sustainable engineering, and integrated resource management. She is a member of ASEE, ASEM, APICS, IIE, and SWE. She is a licensed P.E. in Kansas.Dr. Edward A. Pohl, University of Arkansas Edward A. Pohl is an Associate Professor in the Department of Industrial Engineering at the University of Arkansas. Pohl spent 20 years in the U.S. Air Force, where he served in a variety of engineering, analysis, and academic positions during his career. He received a Ph.D. in system and industrial engineering from the University of Arizona in 1995, a M.S. in reliability engineering from the University of Arizona in 1993, a M.S. in system engineering from the Air Force Institute of Technology (AFIT) in 1988, a M.S
acombination program.The description of the MS in Technological Systems Management in Stony Brook falls into thecategory of technological management: Managing modern technologies calls upon a synthesis of tools drawn from many areas: science and engineering, computers and information, economics and regulation, psychology and community values, design and assessment. The Master’s Degree in Technological Systems Management provides professionals in all fields and people planning such careers with state-of-the-art concepts, analytical tools, and practical skills for managing specific technological systems and improving their performance.However, the two core courses involve elements of ISE and of systems theory. The
me. If there are a limitedd number off internships available, it Page 25.800.7increasess competitionn amongst th he student bo ody. We havve found thatt the studentts who particcipateare noticeably motivated to maintain their grade point average and work ethic. The interns oftenreceive the advantage of closer advisement and mentoring in both academic and companysettings and profit from enhanced career preparation.A school benefits from internships by promoting their existence and piquing the interest ofpotential students. We have observed higher rates of graduation among students who completedinternships. This can give an institution