Conference Session

CIP Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lori Glover J.D., Worcester Polytechnic Institute; Todd S. Keiller, Worcester Polytechnic Institute

Tagged Divisions

College Industry Partnerships

Conference Session

CIP Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Geoffrey L Price, University of Tulsa; Geoffrey D. Silcox, University of Utah; Michael Newton, University of Utah, Chemical Engineering Department; Terry L Phipps

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College Industry Partnerships

videotaped by a multimedia company and put online for a distance course forstudents at a remote university. There were many benefits to the participants involved, but alsosome significant challenges. This paper discusses this unique multi-organization partnershipincluding the lessons learned to improve future collaborations.IntroductionThere are many ways that industry and academia can collaborate to educate engineering students.Industry can provide individual instructors to teach existing courses as adjuncts or visitingprofessors.1 Industry can help provide new course content, for example for emergingtechnologies, which can be taught by academia.2 Adjunct instructors from industry cantemporarily replace faculty on sabbatical or on leave,3 help

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; Eric T. Gehrig, Target Training International, Ltd.; Ron Bonnstetter

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Diversity

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College Industry Partnerships

is to only accommodate an exclusive population of studentswhile the less conventional students are forgotten and left behind. Instead, we show howIoT can be used to bring the outlier students into the system. IoT can also be used toprovide substantial educational assistance. IoT creates opportunities for vicarious andvirtual inclusion. IoT is the tool, and now is the time to build an education system for allstudents, not just those that fit academia’s cost-efficient model of mass education. Thepaper includes cases where IoT is being successfully used to democratize education.Keywords: Education 4.0, Industry 4.0, IoT, Remote learning, Inclusive education.1. Introduction: Inclusive and Exclusive EducationPerhaps the term “inclusive education

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shruti Misra, Unviersity of Washington; Denise Wilson, University of Washington

Tagged Divisions

College Industry Partnerships

adaptations. However,these adaptations may have come at the cost of students' mental health. By shedding light onstudent experience of the capstone during the pandemic, this study acknowledges the resiliencestudents have displayed during a crisis, while recognizing that the cost of such resilience mustnot be neglected.IntroductionIn March 2020, the World Health Organization declared the COVID-19 virus a global pandemic[1], which necessitated preventative measures such as social distancing and forced many highereducation institutions to close campuses, abandon traditional practices of in-person classes andrapidly switch to remote learning environments. Consequently, students had to adapt to their newand unprecedented learning environments in very

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Chell A. Roberts, University of San Diego

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Diversity

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College Industry Partnerships

effective and appealing tostudents; however, sustaining student engagement is a challenge.IntroductionMentorship is critical to professional development [1]. The impact of engineering mentorshipprograms on students, such as related to their perceptions and self-efficacy, is nebulous [2];impacts are undoubtedly influenced by confounding factors, including the participants involved,contexts, techniques, and mentoring procedures applied. Educators have implemented a plethoraof engineering student mentorship program structures, ranging from formal to semi-formal andapplying various techniques, such as experiential based workshops [3] and one-on-one mentoring[4]. These diverse mentorship approaches are being applied to and studied for the full age

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne M. Lucietto, Purdue University, West Lafayette ; Diane L. Peters, Kettering University; Meher Rusi Taleyarkhan, Purdue University, West Lafayette ; Shelly Tan, Purdue University, West Lafayette

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College Industry Partnerships

such as ABET andprofessional societies find capstone and similar end-of-program projects that encourage synthesisof student knowledge to be beneficial. However, research on the varying formats of these end-of-program projects or even intermediary techniques and the effects of that variance on the ultimatebenefit conferred by the project is lacking. As summarized in Table 1, there are several gaps inthe three critical areas focused on in this literature review paper. Future research would benefitfrom a deeper comprehension of what a student gains through group work, as well asunderstanding those students that express frustration with such learning environments.Furthermore, as college programs are undergoing modifications to their curricular

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blair J. McDonald P.E., Western Illinois University; William F. Pratt, Western Illinois University; Il-Seop Shin, Western Illinois University; Khaled Zbeeb, Western Illinois University

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College Industry Partnerships

senior designexperience. A project with significant design content, where work is completed in a teamenvironment, is universally desired. The following statement is from ABET’s Engineeringprogram accreditation requirements: “Students must be prepared for engineering practicethrough a curriculum culminating in a major design experience based on the knowledge andskills acquired in earlier course work and incorporating appropriate engineering standards andmultiple realistic constraints.”1 What fits the bill better than having students work withinindustry, maybe even as paid interns, on an active company project? Nothing could be more realsince the project is real. Such projects automatically include real schedules, deadlines,constraints, codes

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Melanie Bastiaan, Kettering University; Diane L. Peters, Kettering University; Juan R. Pimentel, Kettering University; Mehrdad Zadeh, Kettering University

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College Industry Partnerships

that is being createdfor the automotive industry. As part of this discussion, we will focus on the close ties that can beforged between the participating universities and the corporate sponsors of the AutoDriveChallenge, as well as the impact on course development at the university.I IntroductionAutonomous, self-driving vehicles are currently receiving a lot of attention from manufacturers,suppliers, service providers, governments, universities, start-ups, and other stakeholders. Therehave been several autonomous vehicle competitions in the past that have sparked much interestand have contributed to several advances in the technologies behind self-driving vehicles [1, 2].One of the latest competitions is the AutoDrive Challenge (“AutoDrive

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado Boulder/Denver

Tagged Divisions

College Industry Partnerships

interest in their coursework increased dramatically as theyprogressed through the curriculum​. Figure 1 below is drawn from the department’s senior surveydata [1] and shows graduates’ average reported interest in their classes for each year of thecurriculum. There is a large increase from the second to third year, with smaller increases fromthe first to second and third to fourth years. While ​there are likely many reasons for that shift,there was a consistent trend in the associated qualitative feedback of students indicating that theirinterest increased as they started to see a clearer connection between what they were learning andthe kinds of work they were likely to encounter as practicing engineers.Figure 1: Senior Survey Reporting of

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

George Stefanek, Purdue University Northwest

Tagged Divisions

College Industry Partnerships

client, the transition to the client, post transition status, and any lessonslearned. A survey of client experiences with Capstone projects is summarized in Table 1.BackgroundThe development of mobile apps in Capstone projects using student teams has been studied byseveral researchers. Pinchot (2018) had focused on the incorporation of user-centered design,communications skills and teamwork for mobile development as a project model. It was foundthat focusing on these areas helped the teams complete the project with a working mobile app.User-centered design was included as a requirement. Using a pair programming model helped indevelopment with the emphasis of having each team member contribute as equally as possible tothe work. The split in work

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul K. Andersen, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Jalal Rastegary, New Mexico State University; Christopher Campbell, New Mexico State University

Tagged Topics

Diversity

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College Industry Partnerships

Grants(PPG) program to support the delivery of P2 and E3 assessments to a wide variety of commercialand industrial sites statewide. In 2016, the program merged with ENMRN, which serves as theCollege’s formalized outreach organizational unit.NMSU is among a group of academic institutions across the country that provides sucheducational awareness and outreach services to the business community, with EPA havingfunded several university- and community-college-based technical assistance programs since thepassage of the P2 Act in 1990 [1]. In states with a large manufacturing presence (where thereduction of chemical and hazardous materials is most needed), EPA's funding has beenespecially beneficial. Nationally, the program leverages engineering

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julanne K. McCulley, Weber State University

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College Industry Partnerships

Association, states that one ofthe challenges we have in manufacturing today is “the increasing demand for a much moreskilled and advanced workforce [1]”. Collaborations between industry and academia arenecessary to provide a workforce that meets the needs of our community.Development of the PathwayIn 2016, program coordinators from the local ATCs and Weber State University attended asummit that was organized by local industry partners with a mission to discuss the developmentof a pathway specifically aimed at maintenance employees to obtain an AAS degree in aseamless transition from the ATC certification program. The degree would specialize inautomation or controls technology and would qualify personnel to fill automation engineeringtechnician

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vladimir I. Prodanov, California Polytechnic State University, San Luis Obispo; John Greene, Maxim Integrated

Tagged Divisions

College Industry Partnerships

discussed are some aspects ofengineering education and relevant trends in alumni giving.Keywords: alumni, voluntarism, training, ABET, laboratory, collaboration, experiential learning 1. IntroductionCal Poly is a predominantly undergraduate institution widely recognized for its excellentengineering programs. With an enrollment of over 5,800 undergraduate students and 280graduate students, the College of Engineering is a major supplier of engineering talent inCalifornia. As most of our baccalaureate recipients begin their careers in industry and do notpursue graduate degrees, our programs strive to keep a curriculum aligned with industrialpractice.Both the structure and the content of the curriculum determine the alignment. Typically, acurriculum

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Iftekhar Ibne Basith, Sam Houston State University; Matt Albrecht, Quanta Services

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College Industry Partnerships

industrialtraining site and receive classroom and practical application training on full life-cycle utilitiesproject management with the help of company experts from Quanta Services.IntroductionAs the technology innovates quickly, a pro-active industry-university partnership has constituteda backbone to an effective future workforce development including engineers, engineeringtechnologist and technicians who can adopt the technological innovations promptly andeffectively in the industrial environments. As the highly-skilled and experienced technicalemployee from the baby-boomers generation begin to retire in vast amounts, stable and quickreplacement of management and technical workforce with the qualified employee has been achallenging problem to solve [1

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

College Industry Partnerships

workforce;unfortunately, students may not be leaving prepared. In a time when there are more Americancollege graduates than ever before, the workforce preparedness of these graduates is staggeringlybleak according to Wilson [1]. A 2014 Gallup Poll found that while 96% of college provostsbelieve their graduates were ready for the workforce, only 11% of business leaders believed thatgraduates had the competencies and necessary skills to succeed in the workplace [2]. This lackof preparedness becomes even more of a challenge when students themselves feel they are 1prepared for the workforce. A 2015 study conducted by the Association of American

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Louisiana Community and Technical College System-MEPOL; Willie Eugene Smith Sr., Louisiana Community and Technical College System

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Diversity

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College Industry Partnerships

method used tocarry out the research. After that it provides a summary of the results. The paper concludes witha discussion of the key findings and provide directions for future development.MethodThis paper uses a case-study approach. During workforce development meetings across multiplecommunity and technical colleges in Louisiana, there was a discussion to determine whatadditional program offerings are needed; both on the credit side (i.e., degrees), and the non-creditside (i.e., industry-based certificates). To address this need, and through collaboration with amanufacturing-extension program, a set of Competitiveness Review© (CR) assessments8 wereperformed. Figure 1 describes the assessment process. Each assessment involved: • The company

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy J. Jacobs, Texas A&M University; Charles E. Baukal Jr. P.E., John Zink Co. LLC

Tagged Divisions

College Industry Partnerships

in engineering,including for example: supporting professional development courses [1], motivating the ever-changing purpose of an engineer [2], offering professional certification [3, 4], providingopportunities to enhance leadership skills, particularly among women, of early career faculty(and presumably industry engineers) [5], developing important industry-oriented course contentalongside faculty [6], establishing an identity for professionals in a given field [7], continuing topromote the accessibility of engineering profession to women [8], and improving students’collegiate experiences [9]. Some organizations are actively involved in publishing papers andjournals (i.e., knowledge dissemination), developing and enforcing codes and

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Ted Song, John Brown University; Will C. Holmes, John Brown University; Kyle Andrew Crouse, John Brown University; Zachary Jordan Lee, John Brown University; Cameron Drax Geiger, John Brown University

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College Industry Partnerships

can provide individual instructors to teach existing courses as adjuncts or visitingprofessors.1 Industry can help provide new course content, for example for emergingtechnologies, which can be taught by academia.2 Industry adjunct instructors can temporarily fillin for faculty on sabbatical or on leave,3 help handle temporary increases in student courseenrollments,4 relieve full-time faculty so they can do research,5 or co-teach with full-time facultyto help bring professional practice into the classroom.6 Adjunct instructors can also teach specifictopics in a course where faculty are less knowledgeable,7,8 teach entire courses outside thespecific area of expertise of the faculty,4,9,10 and teach courses at off-campus locations.11 In

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Acree Guggemos, Colorado State University; Mostafa Khattab, Colorado State University

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Diversity

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College Industry Partnerships

opportunity for engineering and construction managementeducation to introduce a new education model that connects the needs of the marketplace to theeducation provided to the students through strong relationships with industry.What is the construction industry is looking for from graduates? Much of what the constructionindustry desires of graduates is outlined in the technical and business topical content areasprovided by the American Council for Construction Education (ACCE), the accrediting body formost construction management programs in the United States4. Table 1 lists the twenty StudentLearning Outcomes (SLOs) for students graduating with a bachelor’s degree from a constructioneducation program.Table 1 American Council for Construction

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Marina Bograd, MassBay Community College; Chitra Javdekar, Mass Bay Community College

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Diversity

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College Industry Partnerships

Award.Marina Bograd, MassBay Community CollegeDr. Chitra Javdekar, Mass Bay Community College Dean, Division of Science, Technology, Engineering, and Mathematics c American Society for Engineering Education, 2017ASEE Off‐Site Internship 2017    1  A Collaborative Capstone Industry Project for Community College Students  Abstract The Community College, located in Wellesley, MA offers two certificates in Advanced Manufacturing: Manufacturing Technology and Manufacturing Innovation.  Each certificate can be completed within a year.  The final semester is dedicated to a paid industry internship where students are supervised by both company and faculty

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bryan Knakiewicz, Savannah State University

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Diversity

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College Industry Partnerships

acollaborative effort between the students, their faculty capstone advisor, the EPA Region 4College/Underserved Community Partnership Program (CUPP), the Thriving Earth Exchange(TEX), and the City of Midway, Georgia. This collaboration is illustrated in Figure 1 below. Figure 1: Communication in project collaborationIn addition, the project implemented sustainable engineering design features and materials, andwas made available by CUPP.According to the U.S. EPA: The CUPP is based on developing partnerships between small, underserved communities and geographically close colleges/universities to provide a variety of technical support at no cost to those communities. This geographical proximity enables the

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Simeon Ntafos, University of Texas, Dallas

Tagged Divisions

College Industry Partnerships

industrial participation ever since seniordesign classes were introduced. We place the start of industry-defined senior design at theUniversity of Texas at Dallas in 2005 and the Software Engineering program when the instructorworked with local companies to have them define and participate in software developmentprojects for the Software Engineering senior design class (SE Design) . This naturally led todemand for such projects in the other majors. Efforts to organize such activities and managethem to make for more reliable and uniform experiences led to the introduction of the UTDesignprogram in 2009. UTDesign (reported in [1]) won an innovation award from a regionalTechnology Association in 2013.UTDesign started with 6 projects in 2009 and grew to

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gregory Scott Duncan, Valparaiso University; Jeffrey Will, Valparaiso University; Ruth E. H. Wertz, Valparaiso University; Tom Cath, Valparaiso University

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Diversity

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College Industry Partnerships

Blackboard quiz, and potentially an assignment. Uponcompletion of each of the Blackboard modules, each student’s grades for the program contributeto the final grades in the associated discipline courses, thus providing the students with therequired motivation to complete the employment search skill development program. Studentsurveys and focus groups were completed to assess the employment search skill developmentprogram and to determine suggestions for improvement.1.0 IntroductionA myriad of books [e.g., 1-3] exist that instruct students on how to develop the required skills tobe successful when searching for a job, skills such as employment search strategies, networking,resume construction, interviewing, career fair preparation, cover letters

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jen Symons, University of Portland; Kate Rohl, University of Portland

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Diversity

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College Industry Partnerships

information may provide potential mechanisms toincentivize individual faculty engagement in industry partnerships, foster overall program andschool support of these collaborations, and serve as a model for extending this work to otherinstitutions.Introduction Industry partnerships in capstone design programs have increased substantially over thepast few decades. Studies have highlighted how these partnerships can be beneficial to multiplestakeholders [1], [2]. Working with industry partners can benefit students, engineering programsand partnering companies. However, potential benefits to faculty are rarely considered. Based onthe critical role faculty play in student engagement and learning, more consideration of facultyengagement within

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University

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College Industry Partnerships

employers’ desired competencies, identified employability skills valuable for entry-level technician positions. The employers who participated in this study represented the growingAM industry sub-sectors of timber, pipeline, and textiles. Our findings suggest that ruralemployers face challenges common to all AM employers: 1) the need for workplace skills, suchas a strong commitment to teamwork and ongoing professional development; and 2) difficultiesin encouraging employees’ transitions from job to career pathway, thus increasing their in-fieldpersistence. These results have implications for educational institutions that offer AM degreesand for graduates who seek rural employment in the AM field.Acknowledgements: This material is based upon work

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

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Diversity

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College Industry Partnerships

been invented yet - 49% of current jobs have the potential for machine replacement, with 60% having at least 1/3 of their activities automated - 80% of the skills trained for in the last 50 years can now be outperformed by machines - At a global level, technically automatable activities touch the equivalent of 1.1 billion employees and $15.8 trillion in wages The rapidly changing landscape of the workplace and associated uncertainty has raised a lot of questions about the future of our education system. The impact of different industrial revolutions on education, just like all other parts of society has been profound. Education 1.0 was no education at all. At that time children worked in manual jobs and child labor was the order of

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Alfredo J. Perez, Northern New Mexico College

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College Industry Partnerships

component to involvehundreds of local middle school students in solar energy projects.The case study discussed in this paper describes the collaboration strategies that haveshaped NNMC’s involvement in the project. In particular, the paper addresses thefunding model; the role of faculty, students, and PNM’s personnel; project marketing;project sustainability; the interplay of these strategies to create a win-win relationship forNNMC, PNM, and the local community.Examples of curriculum developed and implemented are presented throughout the paper.A summary of statistics and results of the collaboration is also presented.I) IntroductionIn recent years, the literature has addressed the importance of boosting collaborationamong industry and academia 1-6

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carrie Steinlicht, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

College Industry Partnerships

adifference in student’s perception of the importance of types of skills used in the capstonecourse?” We do not have a large enough data set to apply statistical analysis to the results, so afrequency chart will display the results.Research DesignFor this study, the authors designed a survey to determine in what categories of knowledgestudents felt they had experienced the greatest challenges in the course and in what categories thestudents felt they had gained the most knowledge. The survey was administered to students in theCapstone course during the Fall 2013 semester. The Capstone course was a 1 credit course that isheld concurrently with another Project Management course (2 cr.). These two courses werecoordinated so that the students could use

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Hamworthy Combustion; Andrew Walter; Bethany Dickie

Tagged Divisions

College Industry Partnerships

benefits both the students and the industry sponsor. Students mayhave a chance to interact with industry standards and regulations17 and sometimes even with thelegal system and the local community.18 Industry sponsors also benefit from involvement inthese projects. They receive valuable work they may not have the time to do otherwise. They arealso able to see how the students work on a real project, which is a type of extended interview,and may consider them for potential employment.These benefits are best achieved through the right types of projects. Todd et al. (1993) providedsome useful criteria for selecting industry-sponsored projects:19 1. Should solve a specific need for the company. 2. Company should dedicate adequate financial and

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas H. DeAgostino, Trine University, Innovation One; Vukica M. Jovanovic, Old Dominion University; M. Brian Thomas, Trine University

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College Industry Partnerships

” experience. Choices that do not serve this purpose should be rejected in favor of projectsthat actually do enhance the realistic nature of the project. Some of the engineering sub-disciplines that need to be exercised include, but are not necessarily limited to, the following,shown in Figure 1 below: Page 24.1083.4 Product Planning Design Product Engineering (Analysis) Manufacturing (Production) Cost analysis Figure 1: Cross-functional approach required for student