Conference Session

Flipped Electrical and Computer Engineering Classrooms 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven G Northrup, Western New England University; John J. Burke P.E., Western New England University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

was almost identical to one of the homework problems (numberschanged and sometimes slight changes in topology). The laboratory activities were unchangedand still included a mix of lab work and group problem solving. A midterm exam and a finalexam were given. Shown in Figure 1 is an excerpt from the course syllabus describing themethod of instruction. Method of Instruction: 1. Lecture classes will be a mixture of in class instruction and recorded lectures. Students will be responsible for checking the course management system classroom for recorded lectures that they must watch before attending class. Time will be allocated for in-class group problem solving

Conference Session

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adrienne Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

. Questions are submitted online as the students gothrough lectures and are compiled for an interactive instructor-led session. Student led exampleproblems occur at a frequency of at least once per week; presenting students are providedstructured guidance on example preparation. The audience is fellow students, so the classevaluates the example and the student presenters with a strong emphasis on constructivefeedback. The process is open, interactive, and iterative to maximize learning by all participants.This paper will provide a practical roadmap based on this instructor’s four-year effort to flip amath-intensive graduate course. Anecdotal and quantitative assessment without a control groupis presented. It is hoped that this paper will be thought

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

undergraduate classrooms, according to graduatestudents’ perceptions, for the purpose of designing effective instructional environments. Tocapture the characteristics of the impactful courses, graduate engineering students from theGeorgia Institute of Technology participated in an online survey. Participants reflected on theinstructional environment that best described their most impactful undergraduate learningexperience. Open-ended questions provided students with the opportunity to further justify orclarify their responses. The analysis indicated that students’ most impactful classes wererequired, in-major, non-design courses. Furthermore, these courses were characteristic ofinstructor-centered philosophies, including essentialism and perennialism

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

become a successful teacherand an effective mentor. “Introduction to Metals and Metallurgy” being a freshman course,demands certain expectations from the instructor teaching this course. He/she must haveMaterials Science (for this course) background and the ability to effectively communicate withfreshman students who are just out of high school. Modern day teaching methods include use oftextbooks, multimedia, online lectures, and classroom interaction. An instructor needs to use some or all of the above tools to enhance students’ classroomlearning experience. However, to the authors’ best knowledge there is not much literatureavailable on how soon an instructor should connect to students in order to help them succeed intheir course and

Conference Session

Data Analysis and Assessment

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Virginia Tech; David B. Knight, Virginia Tech, Department of Engineering Education

Tagged Divisions

Computers in Education

-warningsystem to allow faculty to notify students who may be at risk of failing a particular course19.Also, data have been used to understand differences across students in online learning strategiesto allow course designers to build a more personalized experience for different subgroups oflearners20,21. With an increase in the number of available data sources, colleges and universitieshave a great opportunity to explore how data can shape, enhance, and direct learning at all levels.Despite the need to investigate multiple categories of data from different areas of studentlearning, learning analtyics projects have relied heavily on learning management systems tocapture student learning processes. For example, Macfadyen and Dawson (2012)22 did a

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, University of Glasgow

Tagged Divisions

International

projects inthe degree program are not as numerous as the total in the UoG EEE programme, but areequivalent in number to that in the US EE programs in which the author has taught. III. Self-Guided Learning ⊂ Student-Centered Learning ⊃ Teacher-Centered Instruction (a) University of GlasgowThe contents of each course is described in the course specification (syllabus), which lists theintended learning outcomes, the number of hours that the course instructor and each studentshould devote to the separate course components [lectures, tutorials (recitation sessions),laboratory experiments and/or projects, homework assignments, quizzes, class exams, and finalexam], the summative assessments and their weighted contributions to the calculation of

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claes Fredriksson, Granta Design, Ltd.; Hannah Melia, Granta Design, Ltd.; Justinas Cesonis, University of Cambridge

Tagged Divisions

Materials

Design-driven and a Science-driven teaching approach22 MethodologySyllabus Comparison Globally, University curricula of Materials Science and Engineering vary considerably. Studyprogrammes range from pure Materials Science, deeply focused on the microstructuralunderstanding of properties, to industrial applications with only the basics. Furthermore, manyUniversities have Materials Science courses closely related to Engineering. Five relevant syllabi(see Table 1) were studied to identify target areas and learning outcomes.Table 1. Description of the courses selected to represent relevant syllabi#  University  Degree  Course Syllabus 1  Tampere University of Technology (Finland)  MSci

Conference Session

Engineering Economics Teaching Tools

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kailash M. Bafna, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

is clicked, the video file is opened in a box ready for playing. Each file caneither be made available for the entire semester or it can be made available between any twodates. The Course Syllabus is also placed as a PDF file under contents. I have created modulesequivalent to the chapters in the text book. Under each module, I have multiple units (items).Under each item I place links to the specific files needed for that unit including video files.Quizzes: This module is used to administer tests of any kind. It is made available on thespecified date and time and for the given duration only. The testing material questions can be ina variety of forms such as multiple-choice, true and false, etc. and can be computer graded withthe grades being

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University

Tagged Divisions

New Engineering Educators

EannPatterson’s use of Everyday Engineering Examples in the classroom and the use of the Five E’s:Engage, Explore, Explain, Elaborate, Evaluate [3, 4]; presentation of new textbooks andworkbooks that take into account innovative teaching techniques, for example, references [12]and [13]; innovation of grade distributions in engineering courses to include the“comprehension” cognitive level in Bloom’s taxonomy; discussion on how to prepare exams andhow to assist students in preparing for them; the use of innovative Massive Open Online Courses(MOOCs) as a potential complement to the class; gamification techniques to maintain theclassroom motivated and engaged [15] – [20];. The last three weeks are dedicated to the transformation of two courses by each

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

. I. T. Engineering, and L. Program, “A snapshot review of international good practice,” 2009.[10] H. Khattak, H. Ku, and S. Goh, “Courses for teaching leadership capacity in professional engineering degrees in Australia and Europe,” European Journal of Engineering Education, vol. 37, no. 3, pp. 279–296, Jun. 2012.[11] K. S. Athreya and M. T. Kalkhoff, “The Engineering Leadership Program: A co-curricular learning environment by and for students,” J. STEM Education, vol. 11, no. 3 & 4, pp. 70–75, 2010.[12] Ohio University, “Robe Leadership Institute,” 2014. [Online]. Available: http://www.ohio.edu/engineering/academics/leadership-integrity/robe.cfm. [Accessed: 15-Dec-2014].[13] The University of Kansas, “SELF: Self

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

Although class attendance is not the only ingredientfor academic success, class attendance is important for the success of most students. Goldingwrites that some professors are worried about including a class attendance policy, because it mayaffect a professor’s course evaluation.19 Macfarlance states that an attendance policy affectsstudents’ academic freedom and choices; however, an attendance policy may aide with preparingstudents for professional employment.20 A professor must also decide what constitutes anexcused absence with regard to university policy. With consideration for virtual schools, theimpact of online mandatory attendance still needs to be researched.In this paper, the authors capture and present the perceptions of students and

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International

of Brazil would have been helpful for the students toget a better cultural perspective and allow for better immersion into the current atmosphere ofBrazil.Improvements and Second Time TaughtA syllabus with a schedule of daily activities was an improvement made to the second iterationof this Brazilian culture course. The course description was:This course provides an interdisciplinary and critical examination of the Brazilian culture. Thecourse is designed for students who will participate in an educational trip to Brazil. The courseexamines major historical events from the colonial, imperial, and national periods, and their"legacies" or influences on current socio-economic, political, and cultural aspects of theBrazilian society. To better

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Scott Rebentisch, Massachusetts Institute of Technology; Stephen Townsend, Project Management Institute; Edivandro Carlos Conforto, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

Council on Systems Engineering. [Online] February 4, 2015.http://www.incose.org/educationcareers/academicprogramdirectory.aspx.5. Re-engineering Engineering Education. Gordon, Bernard M and Silevitch, Michael B. Summer 2009, TheNew England Journal of Higher Education, pp. 18-19.6. A Successful Approach to Educating Engineering Leaders at the Graduate Level. Pitts, Simon, Klosterman,Steven and McGonagle, Steven. Quebec : s.n., 2013. Proc. 2013 Canadian Engineering Education Association(CEEA13) Conf. pp. 1-8.7. Crawley, Edward F. The CDIO Syllabus: A Statement of Goals for Undergraduate Engineering Education.Cambridge, MA : MIT, 2001.8. The CDIO Syllabus v2.0: An Updated Statement of Goals for Engineering Education. Crawley, Edward F, et

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

like projects, lab courses, online homework, recitation, quizzes, andsupporting resources, this “good fairy” interested (interessed) the faculty and administrators ofthe course. Now that these curricular additions have been implemented in the curriculum foryears and enshrined in the syllabus as small contributors to the final course grade, they havebecome enrolled as part of the course, durably incorporated into the system. The mobilizationhere is the ongoing efforts of students, faculty, and graduate student TAs to keep the “wholemachine” running, and the wealth of resources like classrooms, worksheets, graders, websites,software packages, salaries, textbooks, etc. that are playing important parts in keeping the courserunning smoothly.The

Conference Session

Revitalization of Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shekar Viswanathan, National University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

academic year, the lead faculty, with the help ofinstructional faculty members, assessed 20% of each program’s learning outcomes. Theseincluded a review of course syllabus, student submittals, instructor review, and othertestimonials. The results of the assessment process were uploaded into NU’s AcademicManagement System (AMS). This was made available to all reviewing body within theuniversity. The results of the PAR review were critically analyzed by the school’sassessment committee, chair, dean, graduate council, and the university’s assessment Page 26.218.12committee for accuracy and independent verification. The assessment recommendationswere

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

learning objectives, classroom presentation slides for each day (total of 24 hours ofinstructional time per class), supplemental instructional videos (training students in the use ofengineering software), formative (online self-assessment) and summative assessments andsolutions, and a supply of project materials related to CBI challenges.Students met weekly with an engineering professor and a mechanical engineering graduatestudent throughout the spring semester prior to summer implementation of three of the courses(Computer Aided Design, Water Science, and Systems Thinking). The students worked in pairson each course approximately 10 hours per week. Each week students presented their work tothe other teams and critiqued one another’s work. Toward

Conference Session

Reporting Out: Dissemination of Several NSF Projects of Interest to Two-Year Colleges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Jerry O'Connor, San Antonio College

Tagged Divisions

Two Year College Division

school grades 10, 11, and 12. They were enrolled in theappropriate math course following the recommendations of the new TSI12 assessment test thatreplaced the old Accuplacer test. The lowest level of Math for accepted students was establishedat Elementary Algebra. EDGE students at the Intermediate Algebra developmental math levelswere placed in an online ALEKS13-based class with a supervising EDGE faculty member, who isalso a math instructor. Students that qualified for college level math were enrolled in regularSummer session math classes with non-EDGE college students. Once the math classes wereover, the students returned to the other scheduled Year-1 activities that included a studentdevelopment class (SDEV).The second year component (EDGE 2

Conference Session

Reimagining Engineering Information Literacy: Novel Perspectives on Integration, Assessment, Competencies & Information Use

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farshid Zabihian, West Virginia University Institute of Technology; Mary L. Strife, West Virginia University; Marian G. Armour-Gemmen, West Virginia University

Tagged Divisions

Engineering Libraries

. The Mechanical Engineering System Design I and II courses (MAE 480 and 481) are probably the students’ last opportunity to be taught about IL. In order to integrate IL to Mechanical Engineering System Design I and II, the following learning objectives have been added to the course syllabus:  Learning Outcome Related to the Information Literacy 1. Search online information using the tools and techniques learned in the class. 2. Locate more traditional technical and engineering resources. 3. Evaluate the validity of resources. 4. Apply critical thinking to choose relevant sources to use in the project. 5. Use the information legally. 6. Cite the used information ethically. 7. Apply the

Conference Session

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura P. Ford, University of Tulsa

Tagged Divisions

Chemical Engineering

. Page 26.1655.1 c American Society for Engineering Education, 2015 Using an Article in a Sophomore Engineering Science Class to Boost Lifelong Learning ConfidenceAbstractSophomore-level engineering classes often do not require students to find properties or processesin the literature, as advanced engineering courses do. Using the literature to find information isoften considered part of fulfilling ABET outcome i: a recognition of the need for, and an abilityto engage in, lifelong learning. The design project in a sophomore-level course was based on anarticle in Chemical Engineering Progress, and students were surveyed about confidence inability to understand similar articles before

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Macklin, University of Maryland, College Park; Kylie Goodell King, University of Maryland, College Park

Tagged Divisions

Multidisciplinary Engineering

reading.Defining Multidisciplinary Project ScopesAfter 17 years of successful projects, QUEST began offering an elective course to involvestudents in the process of defining project scopes. In this course, students learn about bestpractices for written and verbal communication and practice having conversations about QUESTand sponsorship opportunities with program faculty and staff, each other, and alumni volunteers.Following this training, students are assigned to companies and manage the process of outreachand defining project scopes. They base ideas for project topics on past QUEST projects and casestudies provided through journals and online articles.Course deliverables include sample emails, scheduling and participating in site visits to clients,and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claire Louise Antaya Dancz, Arizona State University; Kevin J. Ketchman, University of Pittsburgh; Rebekah Burke P.E., Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A Adams, Chandler-Gilbert Community College; brad allenby, Arizona State University; Mikhail Chester, Arizona State University; Vikas Khanna, University of Pittsburgh; Kristen Parrish, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Course and Module DevelopmentIn Years 1 and 2, we developed three stand-alone sustainability courses that can be adapted fordifferent levels of undergraduate curriculum: a course on green buildings and sustainableconstruction practices (GB), a course on life cycle assessment (LCA), and a SustainabilityTopics course (Topics). Development of these courses included design of instructor materials forquick adoption and implementation, including: syllabus with ABET outcomes, sample courseschedule, description and instructions for conducting experiential learning activities, lectureslides, homework assignments, sample course projects, exams, and pre- and post- courseassessments. The courses and sample experiential learning activities conducted in each

Conference Session

Computer Science, Computer Engineering, and Digital Systems Education 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad Eric Davis P.E., University of Oklahoma; Rick Pendergraft, University of Oklahoma

Tagged Divisions

Electrical and Computer

became evident as the semester progressed that students struggled withthe programming aspect of the course and that more attention to this topic should be addressedearlier in the semester. IV. AssessmentThe students’ perceived value of the course was assessed using an optional online survey thatcan be taken outside of class time. In order to assure data was not biased by students feelingforced to take the survey in class or respond in a positive manner, additional questions wereadded to the standard CoE evaluations given at the end of the semester. Furthermore, truthfulresponses are expected because students are made aware that the evaluations are anonymous andthe collective results are not released to the instructors until after grades are

Conference Session

ETAC/ABET Related Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammed Abdallah, State University of New York,Polytechnic Inst.

Tagged Divisions

Engineering Technology

presentation.This paper proposes a simple presentation method to document and present the student outcomesin the self-study report. Data from the Electrical and Computer Engineering Technologyprograms is used in this paper to illustrate the presentation method.For each course taught, the instructor evaluates each student on a specific Performance Criteria.These Performance Criteria are derived from the course syllabus and are chosen to capture aspecific skill or attribute for a particular student outcome. The faculty member must indicatewhich course evaluation tools were used (e.g. a specific exam problem, lab exercise, etc), howthe data was collected, the threshold used, and the expected level of attainment for that particularPerformance Criteria. This

Conference Session

Construction Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric A Holt, University of Nebraska ; Scott Kelting, California Polytechnic State University

Tagged Divisions

Construction

the National Association of Home Builders (NAHB) Certified Green Professional (CGP) Designation into University Construction Management ProgramsThe Certified Green Professional (CGP) designation from the National Association of HomeBuilders (NAHB) has been recognized nationally in the residential construction industry forleading the way in green building and enhancing the professionalism of the residentialconstruction industry. From fall 2009 to spring 2014, NAHB has partnered with ten universityconstruction management programs to teach the CGP profession designation. In this timeperiod, nine CM faculty has taught 21 CGP classes, with 329 students participating in the CGPTraining. The addition of the CGP course and

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

and writing studies faculty. The collaboration reinforced workdone in the required writing classes and allowed both parties to leverage their expertise. Thewriting guide currently contains sections detailing reports, figures, tables, equations, references,memos, homework, professional e-mails, and a general grading rubric. The rubric is generalenough so that individual instructors can adapt it for a given assignment, while maintaining aconsistent framework as students move from course to course. Civil engineering faculty used theproposed rubric to evaluate Fall 2014 assignments from a freshman-level introduction to civilengineering course, two required junior-level laboratory courses, and the department’s capstonedesign course; all four

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

, University of Virginia Dr. Pan currently develops training for the US Federal Government. He also teaches an online course for the Instructional Technology program at the University of Virginia. His prior work includes research and development of instructional technology for STEM education in pre-K - 12 and undergraduate-level engineering. Page 26.1700.1 c American Society for Engineering Education, 2015 Video Resources and Peer Collaboration in Engineering Mechanics: Impact and Usage Across Learning OutcomesAbstractVideo resources, largely in the form of recorded

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton; Jacob Preston Moore, Pennsylvania State University, Mont Alto

Tagged Divisions

New Engineering Educators

attached to the original graded assignment. Resubmissions were graded and returned to students as in step 2. 4. Students were permitted to continue the resubmission cycle until all problems were correct, or until two-weeks had passed from the initial due date. Only the final scores on assignments were used in computing final grades, meaning that students were not penalized for initially incorrect answers that were corrected on resubmission. Page 26.1187.5During the first course meeting, the method detailed above and in the course syllabus wasdescribed verbally to the students. During this description, the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C Morales, Universidad del Turabo; Yacob Astatke, Morgan State University; Kenneth A Connor, Rensselaer Polytechnic Institute; Michael J. Prince, Bucknell University; Idalides Vergara-Laurens, Universidad del Turabo; Mary Cristina Ruales Ortega, Universidad del Turabo

Tagged Topics

NSF Grantees Poster Session

show that the program has been well received by the faculty; that the faculty members areenjoying the experiences with innovative teaching methodologies in the classroom; that thestudents are more engaged in the classroom; that diffusion of the methodology is taking place asevidenced by the use of the innovations in 60% of the lectures; and that additional diffusion istaking place as evidenced by the fact that faculty members are beginning to transform, on theirown time, courses other than those transformed during the SFIP summer (40% of the lectures).The most challenging issue for implementing these innovations is “time to cover the syllabus”.Better time management is required in the classroom that is still yet to be resolved. A

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Elvira Valeeva, Kazan National Research Technological University

Tagged Topics

Diversity

Tagged Divisions

International

possible only on the macro-level of choosing the major and not on the level ofspecific courses as the curriculum is set by Federal Educational Standards and not reallysubject to changes. Unlike the Western educational system, in Russia students usually do notselect particular courses within their major. During the semester they study disciplinessuggested to them by the educational standard. To some extent the problem ofindividualization may be solved by the system of additional certificates to higher professionaleducation (equivalent of minor degree) where students may develop social, psychological,linguistic competences that will help his future international marketability. One of the main requirements for a mobile person is to master a

Conference Session

Manufacturing Materials and Processes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ergin Erdem, Robert Morris University; Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Manufacturing

processes, and various finishing operations (e.g. grinding) were introduced. In orderto augment and reinforce the learning of the key manufacturing processes, CAE basedapproaches area also introduced. To simulate the casting process CastViewTM software is used.Figure 1 and Table 1 below present the related sections of the syllabus. Figure 1 demonstratesthe key course information while Table 1 provides the laboratory sessions that are conducted.The size of the laboratory sessions depends on the nature of the manufacturing process in focus.It usually varies between 3 to 15 students. For example, the computer sessions are usuallyconducted in groups of 15, whereas welding laboratory sessions are conducted in groups of 3 and4, where each student have an