Collection

AEE Journal

Authors

Jae-eun Russel; Mark Andersland; Sam Van Horne; John Gikonyo; Logan Sloan

’ weekly homework scores, twomidterms, and a final examination. The course objectives are to explore fundamental electrical quantities,components, and concepts, and to develop ad hoc and systematic tools for circuit analysis. The learningtopics covered are: circuit variables; sources, resistors, and Ohm’s law; ad hoc, nodal, and loop analysis;scaling and superposition; the Thévenin-Norton and maximum power theorems; operational amplifiers;capacitors, inductors, and mutual inductance; first-order transient analysis; phasor analysis; and sinusoidalpower analysis. The course has no laboratory component but includes several direct-current, transientand alternating-current circuit simulation (Multisim) assignments. The teaching assistants’ main role

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

, which includes observation of student senior designproject presentations and rubric evaluation (Borrego, Douglas, and Amelink 2009).Engineering Curriculum and Senior Design Course DescriptionsUniversity A At University A (UA), sustainability is emphasized in teaching, learning, research, and operations.UA has made a significant investment in sustainability, including a sustainability minor for engineers,4 FALL 2017ADVANCES IN ENGINEERING EDUCATIONUtilizing Civil Engineering Senior Design Capstone Projects to Evaluate­Students’ Sustainability Education across Engineering Curriculumwhich requires the completion of six sustainability courses

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

graduatewhen structured properly (Rassati et al. 2010; Solnosky et al. 2014). With regard to team situations in the classroom, most degree programs (teaching building en-gineering) are working to adopt more opportunities to develop team assignments, projects, andopportunities. These opportunities are often less than ideally constructed due to relatively few fac-ulty members being trained, or they have no similar industry experience necessary to guide studentteams. Such faculty often are unaware of the nuances that the teams must go through based onassignment structures (the major exception is faculty with significant industry experience) (­Hannahand Venkatachary 2010). Consequently, only a surface level understanding of their value on thestudents