Asee peer logo
Displaying all 6 results
Conference Session
College-Industry Partnerships Division Technical Session II: Curriculum
Collection
2016 ASEE Annual Conference & Exposition
Authors
Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma; Maysam Pournik, University of Oklahoma; Bryan William Bodie
Tagged Topics
Diversity
Tagged Divisions
College Industry Partnerships
given field, and their level of attainment defines how well-prepared they are to meet jobdemands and excel in the future [16-17]. The general (meta) competencies are skill sets that enable themto function globally, such as to work with others, function in systems and meet organizational demands,and transfer task-specific skills to new challenges or tasks they have not encountered before [18-19].Thus, our goal is to revolutionize our learning community to develop an intentional culture of reflection,wherein members (both students and faculty) develop dispositions of metacognition and self-regulation.The competencies required by future engineers vary from industry sectors and even companies in thesame sector. In addition, recent graduates will
Conference Session
College-Industry Partnerships Division Technical Session I: Students
Collection
2016 ASEE Annual Conference & Exposition
Authors
Niranjan Hemant Desai, Purdue University North Central; George Stefanek, Purdue University, North Central
Tagged Divisions
College Industry Partnerships
average student grade) reflected that the course was successful insharpening the professional skills of engineering students.An undergraduate project-based learning engineering pilot program 6 was investigated in 2010 toinvestigate the impact of this type of learning on student attainment of ABET identifiedprofessional competencies. In the pilot program, students did not take classes but spent their timesolving complex industry problems that were not well-defined like theoretical textbookproblems. It was found that graduates emerged with integrated technical/professional knowledgesupported by ABET competencies. This initial study indicated that the aforementioned project-based learning program was more beneficial to students’ attainment of
Conference Session
College-Industry Partnerships Division Technical Session II: Curriculum
Collection
2016 ASEE Annual Conference & Exposition
Authors
David Schmueser, Clemson University
Tagged Topics
Diversity
Tagged Divisions
College Industry Partnerships
final step was to have OEM engineers lecture on the importance and relevance of theintegration of analysis and experimental techniques. The students’ reflection on collective learningwrapped up the course, and helped to prepare them for competence and relevance in their ownautomotive engineering careers.Course Project PreparationIn order to accomplish the previously described course objectives, two of the faculty membersworked in collaboration with a professional engineer and two additional participants from theOEM research lab. A test setup mimicking the OEM laboratory was constructed (Figure 2), andall components were checked for safety as a practice run was performed in attendance of theprofessional engineer. With the support of the
Conference Session
College Industry Partnerships Division Technical Session III: Collaboration
Collection
2016 ASEE Annual Conference & Exposition
Authors
Duncan J Bremner, University of Glasgow; Kathleen Meehan, University of Glasgow; Yangyang Liu, University of Electronic Science and Technology of China; Xingang Liu, University of Electronic Science and Technology of China
Tagged Topics
Diversity
Tagged Divisions
College Industry Partnerships
(graduates) and thereforehave significant interest in the quality of graduates. This of course, assumes thatdissatisfaction by employers of the quality of graduates is fed back to the Joint School (shortfeedback loop) or to the new applicants to the course via student satisfaction surveys,graduate employment statistics, or national /international surveys. These surveys may suggestthe course does not reflect the needs of modern employers.However, there is a third “Buyer Power” force which is little mentioned. The educationsystem itself is a consumer of graduates; either as postgraduates to participate in Masters orPhD level courses, or as new recruits as future researchers and teachers. Furthermore, theunique access available to the education sector
Conference Session
College-Industry Partnerships Division Technical Session I: Students
Collection
2016 ASEE Annual Conference & Exposition
Authors
Glenda D Young, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Lee Michael Warburton, AKKA Technologies; Christopher David Ciechon
Tagged Divisions
College Industry Partnerships
    values:         •Industry experiences • “Social learning”— • Adopting the must expand the individuals “learn- (ing) profession’s values and university education the ropes” from those norms into one’s belief • Opportunities for around them through system students to reflect on careful listening and • Identifying with the successes and failures observation [1]. profession during
Conference Session
INDUSTRY DAY: Industry-Focused Collaboration Techniques
Collection
2016 ASEE Annual Conference & Exposition
Authors
Catherine Leslie, Engineers Without Borders - USA
Tagged Topics
Corporate Member Council
Tagged Divisions
College Industry Partnerships
and for those of one’s group, team, or department. 1.2.1.2 Demonstrate global, social, intellectual, and technological responsibility.1.2.2 Behaving ethically 1.2.2.1 Encourage others to behave ethically. 1.2.2.2 Understand that behaving ethically goes beyond what the law requires. 1.2.2.3 Respect the need for confidentiality, when appropriate.Employment and Training AdministrationUnited States Department of Laborwww.doleta.govEngineering Competency Model – May 2015 61.2.3 Acting fairly 1.2.3.1 Treat others with honesty, fairness, and respect. 1.2.3.2 Make decisions that are objective and reflect the just