Conference Session

College-Industry Partnerships Division Technical Session II: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Schmueser, Clemson University

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Diversity

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College Industry Partnerships

Student - Developed test system, designed and fabricated custom components. • 32 Course Graduate Students - Gave feedback on the course content and delivery over 2 semesters.Course ObjectivesWe wanted to establish a course that starts by teaching the fundamentals of structural modeling,but leads the students quickly and directly to the laboratory. At the graduate level this validationstep is often excluded, so students end up with the skills to build complex models, but never to setup realistic experimental conditions and accurate data acquisition systems to test these models.Our goal was to provide the educational structure to teach the integration of the two disciplines,but to also take it a step further and have the exemplar

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

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Diversity

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College Industry Partnerships

ofgraduate school and have absolutely no experience “under their belt,” are assigned to teachpractice-related courses. Often, teaching design-oriented and/ or field-related subjects do require“first-hand” knowledge that instructors could only get by having taken part, or been involved inreal engineering problems. Relying mainly on textbooks and/ or reference material, as the onlysource to teach from, is regarded by many, as an oversimplification or a deviation from reality. Page 26.1199.2This paper sheds light on the pros and cons of opening-up to off-campus practitioners, andargues for engaging properly selected adjunct faculty in the teaching

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

faculty are required to have doctoral degrees and maintain asponsored research program in addition to their teaching duties. Although most of our tenure-track and tenured faculty have construction industry experience, few have more than 5 years ofconstruction experience. We have found that the more industry experience a faculty member canbring into the classroom to supplement the core coursework, the better the students master thecontent. When students make the connection between course materials and real-life situations,they realize the importance of what they are learning. We have worked with industry on twofronts to increase the real-world content of our courses: (1) having tenure-track facultyparticipate in the Faculty Scholar Program, and (2

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hang Zhang, Beihang University; Ming Li, Beijing Foreign Studies University

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Diversity

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College Industry Partnerships

. Hang Zhang’s academic and research interests include global comparative education, higher education administration and entrepreneurship education. She possesses rich teaching and training experiences in K-12 and higher education.Dr. Ming Li, Beijing Foreign Studies University Ming Li is an assistant professor at the Graduate School of Education, Beijing Foreign Studies Univer- sity, Beijing, China. He received B.A. in Qingdao Agricultural University, M.Ed. in Shandong Normal University, and Ph.D. in Beihang University. From March 2013 to June 2013, he studied in School of En- gineering Education at Purdue University as a visiting scholar. After obtaining the PhD title, he worked as a postdoctor at the Institute of

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Henry Becker, Utah State University ; R. Ryan Dupont, Utah State University; David K. Stevens, Utah State University

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Diversity

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College Industry Partnerships

projects funded by the US Department of Education. He has extensive international experience working on technical training and engineering education projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Armenia, Bangladesh, Bulgaria, China, Egypt, Macedo- nia, Poland, Romania, and Thailand.Dr. R. Ryan Dupont, Utah State University Dr. Dupont has more than 35 years of experience teaching and conducting applied and basic research in environmental engineering at the Utah Water Research Laboratory at Utah State University. His main research areas have addressed soil and groundwater bioremediation, stormwater management via green

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

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Diversity

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College Industry Partnerships

why IABs came into existence.Engineering Schools have had IABs for many years but the purpose of these has not alwaysshared common goals. In some instances the primary purpose of an advisory board may befund raising, gaining political influence, developing a student internship program, ordeveloping industrial placements for graduates of the program [2]. Although these may beworthy causes, they are not the primary role of an IAB; an IAB should be advising on coursecontent and teaching methods. In 1994, this mismatch between IAB activities caused theABET commission to place the existing accreditation methodology under scrutiny and movedthe focus from what was being taught towards a more strategic role focused on outcomes andobjectives. The ABET

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Schmueser Ph.D., Clemson University; Johnell Brooks, Clemson University; Shayne Kelly McConomy, Clemson University; Pierluigi Pisu, Clemson University; Andrej Ivanco; Robert Gary Prucka, Clemson University

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Diversity

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College Industry Partnerships

appointment with the Electrical and Computer Engineering Department at Clemson Uni- versity. He is the Director of the DOE GATE Hybrid Electric Powertrain Laboratory and the Creative Car Laboratory. His research interests lie in the area of functional safety, security, control and optimization of Cyber-Physical Systems with emphasis in both theoretical formulation and virtual/hardware-in-the-loop validation. He published 34 journal papers and 80 conference papers; he holds 3 patents and published a book on ”Fault Detection and Isolation with Applications to Vehicle Systems”. He is a member of SAE, ASME and IEEE.Dr. Andrej IvancoProf. Robert Gary Prucka, Clemson University Dr. Robert Prucka is an Associate Professor in the

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

of Illinois at Urbana- Champaign and has been a full-time faculty member in the Electrical and Computer Engineering De- partment at Valparaiso University since August of 2001. He teaches courses in senior design, computer architecture, digital signal processing, freshman topics, and circuits laboratories and is heavily involved in working with students in undergraduate research. Will is also a 2013 recipient of the Illinois-Indiana ASEE Section Outstanding Teacher Award. Upon coming to Valparaiso University, Will established the Scientific Visualization Laboratory (SVL), a facility dedicated to the use of Virtual Reality (VR) for un- dergraduate education. Working exclusively with undergraduate students, Will