Bucknell University’s professionalliterary arts center. Its mission is to foster in a wide and varied audience an appreciation for thediversity and richness of contemporary American poetry, and to provide support for professionalwriters. The Stadler Center’s programs include, among other offerings, an annual series ofreadings by visiting poets and writers, fellowships and residencies for emerging and establishedauthors, and a nationally circulated literary journal. The Center also serves as the seat of theEnglish Department’s Creative Writing program. Like many such university-based arts centers,the Stadler Center serves both an on-campus and an off-campus constituency, bridging the dividebetween the university and the wider literary culture. Its
-disciplinary class at Auburn University. Thegoals of the project were 1) To create awareness about the NAE grand challenges among thefuture engineering and business students and 2) To explore the feasible solutions for the chosengrand challenges and put it in simple way that a general audience can also understand thetechnology behind these potential solutions. The students were divided in six teams (4-5 studentsin each team) to make six two-minute educational videos. Each team was divided based on theDiSC personality assessment test and had a good mix of engineering and business students. Theproject involved aspects like researching potential solutions for the grand challenges,storytelling, script writing, and video production, editing and marketing
engineering students aware of the role of their professions in society. The importance of such an understanding has been reinforced by the ABET Engineering Criteria 2000, which require that engineering programs demonstrate that their graduates have "the broad education necessary to understand the impact of engineering solutions in a global societal context." The IQP is by design interdisciplinary. Students obtain practice in dealing with unstructured, open-ended, interdisciplinary problems, opportunities to work independently with peers and extensive experience in writing about previously unfamiliar concepts utilizing new terminology.The second project is completed in the fourth year of study and for engineering majors
the College of Engineering at LTU. This committee is currently designing a new sophomore-level Engineering Entrepreneurship Studio that will also be required for all students as a continuation of the ”Foundations Studio.” He has published 33 peer-reviewed journal and conference proceeding articles. At LTU, Meyer offers a number of outreach programs for high school students and advises many projects for undergraduate students.Brian Thomas Weaver PE, Explico Engineering Co. Mr. Weaver received a B.S. and M.S. in Engineering Mechanics with a specialization in Biomechanics at Michigan State University. He worked for Exponent Failure Analysis Associates in the Biomechanics group for over 10 years. In this capacity he
developed for the Resilient Control Systems class.Dr. Craig G Rieger, Idaho National Laboratory Craig Rieger, PhD, PE, is the Chief Control Systems Research Engineer at the Idaho National Laboratory (INL), pioneering multidisciplinary research in the area of next-generation resilient control systems. In addition, he has organized and chaired eight Institute of Electrical and Electronics Engineers (IEEE) technically co-sponsored symposia and one National Science Foundation workshop in this new research area, and authored more than 40 peer-reviewed publications. Craig received B.S. and M.S. degrees in Chemical Engineering from Montana State University in 1983 and 1985, respectively, and a PhD in Engineering and Applied
research fellow at Carnegie Mel- lon University, Pittsburgh (2001 – 2003) and BHP Institute for Steel Processing and Products, Australia (1998 – 2001). Dr. Manohar held the position of Chief Materials Scientist at Modern Industries, Pitts- burgh (2003 – 2004) and Assistant Manager (Metallurgy Group), Engineering Research Center, Telco, India (1985 – 1993). He has published over 70 papers in peer-reviewed journals and conferences in- cluding a 2007 Best Paper Award by the Manufacturing Division of American Society for Engineering Education (ASEE), three review papers and five book chapters. He has participated in numerous national and international conferences. He is a member of ASM International, TMS, ACerS, AIST, ASEE
) Presentation 5% 2. Preliminary Design Review (PDR) Presentation & Written Report 10% 3. Critical Design Review (CDR) Presentation & Written Report / Final Presentation and Written Report 25% 4. Completion and Demo of a Prototype 30% 5. Notebook, Weekly Progress Report, and other Presentations/Exams, Attendance and other assignment 20% 6. Performance Evaluation by Peer 10%While all learning outcomes are important, effective communication [f] is of particularemphasis11. This ensures that engineering students, who by definition have strong technicalbackgrounds, are also capable of properly documenting their work writing and effectivelypresenting the material.III. Mobile Telepresence Robot Project OverviewThis project develops
mission simulation. The semester ends withpresentation of competitive team proposals at an Alternate System Concept Review (ASCR) andsubmittal of substantiating design and SE documentation. Down-select is based 50/50 onpresentation and design documentation quality including SE related topics such as requirementcompliance and decision documentation and implementation. Student grades are based onindividual student exam and project grades combined with individual shares of team gradesbased on team peer evaluations of individual student contributions. Figure 2: ASCR reviewers include the instructional staff and local industry/former students who evaluate proposal briefings to defined exit criteriaAt the beginning of the 2nd semester
staff advisors. Each advisor meets with two teams over a one hour“cohort” meeting once per week to discuss progress of the project. The teams come preparedwith a short slide deck (1-5 slides) detailing the progress made in the past week. Lectures areonce per week and serve the purpose of reinforcing the design process by introducing techniquesfor project management, research, design process management, sketching, ideation, prototypeplanning, photography and videography skills, effective presentations and writing skills.The Electrical Engineering capstone course consisted of 6 projects. Five of these projects weresponsored and defined by industrial partners, and 1 was industry sponsored but competitiondefined (SpaceX Hyperloop Pod). The course
education.12 In literature, themost popular way of integrating real-world problem solving, especially in multidisciplinaryteams, seems to be through capstone design courses. As of 2005, roughly 35% of undergraduatecapstone design projects were conducted in multidisciplinary teams of students (an increase from21% in 1994).6 Evidence has shown, both qualitatively and quantitatively, that students benefitgreatly from working in multidisciplinary settings. Survey results show that engineeringprofessionals associate interdisciplinary thinking with creativity in their peers and ratemultidisciplinary work as very important in preparation for industry.7 Similarly, students whoparticipated in a multidisciplinary capstone course identified functioning in a
systems (MEMS) and microfluidics. He has published two book chapters and over 100 peer-reviewed journal and conference papers, and is co-inventor on three U.S. patents. c American Society for Engineering Education, 2016 Multidisciplinary Vertically Integrated Project (VIP) Teams at the University of Hawai‘i: Challenges and SynergyAbstract: The Vertically Integrated Projects (VIP) Program is characterized by large,multidisciplinary teams of undergraduate and graduate students focused on long-term researchproblems aligned with the faculty mentor’s field of interest. In terms of methodology, it follows aproject-based cohort approach to education where students can potentially work on the
these challenges highlight the need to better preparetoday’s engineers with the intuition, skills and tools they need to tackle these problems. CharlesVest, 9 former president of National Academy of Engineering, asserts that engineering studentsprepared for professional careers in the year 2020 and beyond, “must be excited by their freshman year; must have an understanding of what engineers actually do; must write and communicate well; must appreciate and draw on the richness of American diversity; must think clearly about ethics and social responsibility; must be adept at product development and high-quality manufacturing; must know how to merge the physical, life, and information sciences when working at
limited level of teamwork instruction is achieved passively inthe form of team peer evaluations, usually in capstone design courses and more rarely in othercourses. Given the currently limited and fragmented opportunities to learn about why and how towork in teams, engineering students may not know: (1) why teams exist and why good teamworkis important, (2) how individuals can be effective team members, and, (3) how to structure workwithin the team, track progress, and deal with issues along the way.In response to this identified weakness, a committee of representatives from various departmentsin the Faculty of Engineering and other teaching and support units are developing a series of sixworkshops that will be delivered to engineering students