Conference Session

New Course Development Concepts in ET I

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Technology

computer networks to pursue a career in. An unexpectedresult is the high interest in the security area. In consultation with the industrial advisory boardand as a result of the market demand, the IET program includes now (starting in Spring 2014) anintensive hands-on course in cryptography and network security (IT 410, see Figure 4). It isimportant to highlight that this course requires a background on discrete math (CS 201), andcomputer networks (EECE 330 and EE 342). Students will be able to opt for the CCNA Securitycertificate once they pass the course IT 410.Figure 12. Impact of knowledge acquired in computer networks course on work-relatedexperiences

Conference Session

Distance and Web-Based Learning in ET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Chung-Suk Cho, University of North Carolina, Charlotte; Stephen Kuyath, University of North Carolina, Charlotte

Tagged Divisions

Engineering Technology

North Carolina, Charlotte Dr. STEPHEN KUYATH is an Associate Professor of Engineering Technology at the University of North Carolina at Charlotte. He has taught engineering technology courses at the college level for over 26 years. He has a strong interest in and dedication to improving both traditional and distance engineering education and to encouraging those students typically underrepresented in STEM fields to consider engineering technology as a career. Page 15.1225.1© American Society for Engineering Education, 2010 The Effect of Panopto on Academic Performance and Satisfaction

Conference Session

Issues in ET Education I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ahmed S. Khan, DeVry University, DuPage; Aminul Karim, DeVry University,Downers Grove, IL

Tagged Divisions

Engineering Technology

quality. The efforts to increase instructionalquality depend on faculty development (focus on faculty), instructional development(focus on student, course and curriculum), and organizational development (focus onstructure and process).5Faculty in purely teaching institutions (non-research environments), especially thoseteaching in technology-based and career-oriented programs, generally lag behind the paceof technological change in terms of their professional development activities due to theirnon-association with research activities. They face two major challenges: how toincorporate and teach new applications of new technologies in the curriculums they teachand how to maintain their professional currency.1Therefore, in summary, the rapid pace of

Conference Session

Capstone Projects and Experiential Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Salahuddin Qazi, State University of New York, Institute of Technology; Robert C. Decker, Mohawk Valley Community College

Tagged Divisions

Engineering Technology

” was organized by NACK (NanotechnologyApplications & Career Knowledge Center) Penn. State University, University Park, PA. OtherNSF supported workshop included a workshop on “MEMS and Nanotechnology” organized by 18SCME (Southwest Center for Microsystems Education) and “Nano Manufacturing 19Curriculum for Advanced Technological Education (NaMCATE) for Instructors” organized 20by SUNY Buffalo, NY. The authors also consulted the services of Nano-Link for curriculumdevelopment.3.3 Development of Instructional MaterialThe third phase in the project implementation involved

Conference Session

Curriculum in Electrical Power Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Robert Edwards, Penn State Erie, The Behrend College; Gerald Recktenwald, Portland State University

Tagged Divisions

Engineering Technology

, and mustfall on the characteristic curve for the fan. Whenever a fan is attached to a system a certainamount of back pressure on the fan will be created. This backpressure depends on the amount offlow going through the system. In order to determine the actual operating point the engineermust know the characteristic curves for both the fan (fan curve) and the system (impedancecurve). The operating point is the point at which the two curves intersect (Figure 1). Since it islikely that an engineer will have to select a fan at some point in his/her career it is important tounderstand this concept.Learning about how to determine the operating point for a fan in a system is enough to make thisa worthwhile activity. However, there is a broader

Conference Session

Capstone and Senior Design Projects Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonio Francisco Mondragon, Rochester Institute of Technology (CAST); Adriana Becker-Gomez, Rochester Institute of Technology (KGCOE); Carmen A Bovalino III, Rochester Institute of Technology, Student; Michael B Jones, RIT; Derrick Brazil, Rochester Institute of Technology; Michael R Caldwell, Graduate Student Rochester Institute of Technology; sajin george, RIT

Tagged Divisions

Engineering Technology

. He has been designing circuits and building prototypes since he was nine years old. His first software program was written when he was fifteen and has been selling worldwide ever since. Carmen is also very passionate about intelligent lighting and has been a Lighting Designer for eleven years. He has been the LD for countless productions ranging from theater to national rock concerts. Carmen has worked for Synaptics Incorporated and Toyota Motor Engineering & Manufacturing so far and cannot wait to start a career in embedded systems! He can be contacted at cab2753@rit.edu. Page 23.1195.1Michael B

Conference Session

Continuous Improvement & Assessment of ET Programs

Collection

2008 Annual Conference & Exposition

Authors

Nirmal Das, Georgia Southern University

Tagged Divisions

Engineering Technology

technology programs, inaccordance with the technology criteria 2000 (TC2K)1 adopted by the TAC/ABET, is that everyprogram must demonstrate, through documentary evidence, that program educational objectivesand program outcomes are achieved. The program educational objectives are defined as broadstatements that describe the career and professional accomplishments that the program ispreparing graduates to achieve during the first few years following graduation. The programoutcomes are defined as statements that describe what units of knowledge or skill students areexpected to acquire from the program to prepare them to achieve the program educationalobjectives. These are typically demonstrated by the student and measured by the program at thetime of

Conference Session

Curriculum Development in Civil Engineering Technology

Collection

2008 Annual Conference & Exposition

Authors

Nirmal Das, Georgia Southern University

Tagged Divisions

Engineering Technology

continuous improvement plan (CIP) is essential for enhancement of aprogram. The two key elements of a CIP are assessment and evaluation. The term “assessment”means one or more processes that identify, collect, and analyze data that can be used to evaluateachievement of program outcomes and educational objectives. The term “evaluation”characterizes one or more processes for interpretation of the data and evidence accumulatedthrough assessment practices that (a) determine the extent to which program outcomes oreducational objectives are being achieved; or (b) result in decisions and actions taken to improvethe program. The program educational objectives are defined as broad statements that describethe career and professional accomplishments that the

Conference Session

A Technology Potpourri II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maher Shehadi, Purdue Polytechnic Institute

Tagged Divisions

Engineering Technology

would be unbeneficial to compare the scoreswithout having a record of teaching methods and styles.The flipped course presented in this paper indicates that students’ interests can be retained withmore hands-on activities. This came into agreement with other studies such as [11], [12] and [13].Compared to conventional, instructor-centered based courses, PBL learning techniques offer abetter vehicle to retain concept, providing richer context in which a topic can be learned andpracticed at the same time. This not only retains students’ interests and helps them understand theconcept, but also helps prepare them succeed rapidly in their future careers as most companies relyon team work, critical-logical thinking, complex problem solving in their

Conference Session

ET Curriculum & Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey L. Newcomer, Western Washington University; Nikki Larson, Western Washington University; Todd D. Morton, Western Washington University; Derek M. Yip-Hoi, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

still do, that engineeringgraduates will have better career and advancement opportunities, but it is too early to confirmwhether that is indeed true or not. For the employers of our graduates, we believed that withengineering programs we would be able to provide them with better prepared graduates than wecould with the engineering technology programs. Part of this was due to aforementioned increasein foundational math and science courses, and the ability to achieve more depth in upper-divisioncourses as a result. In addition, we knew that we would be able to increase the number of creditsin the programs as we transitioned from engineering technology to engineering, so we felt that wecould add content without having to give up any content that

Conference Session

Active Learning and Undergraduate Research in ET

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; April Tallant, Western Carolina University

Tagged Divisions

Engineering Technology

all aspects of their lives in college. Also, if they perform well in an Honors contract, the mentor could write a strong recommendation letter, more substantial than the one from a regular instructor of a course, to help them advance in their careers. - Most faculty members (89%) think that the students will gain more self-confidence after they finish their Honors contracts, but very few students (only 30%) feel this way. This is alarming. To carry out an Honors contract, the students will be required to go beyond the regular scope of the course, but the mentors have detailed instructions and often arrange weekly meeting with the Honors contracts students to help them along the way. We do

Conference Session

ETD Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

Faruk Yildiz, Sam Houston State University; Keith L. Coogler, Sam Houston State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

Conference Session

Student Learning and Teamwork

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan H. Sarapin M.A., Purdue University; Marilyn A. Dyrud, Oregon Institute of Technology; Marvin I. Sarapin, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

Association for Computing Machinery, forexample, clearly states that in cases of copying without citation, the ACM “will inform theDepartment Chair, Dean, or supervisor of the authors.”45 Obviously, this may have detrimentaleffects on an instructor’s career, in addition to any other publication sanctions imposed by thejournal.Empirical StudyDue to the paucity of empirical studies available on plagiarism, the authors developed two onlinesurveys, one for faculty and another for journal editors, to gauge the current climate and level ofconcern regarding plagiarism in the fields of communication, psychology, engineering (includingengineering technology and engineering education), technology, and biological sciences. Atheoretical overview, survey methods

Conference Session

Topics Related to Telecommunications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steve Hsiung, Old Dominion University; Walter F. Deal III, Old Dominion University; Lacides Agustin Osorio, Norfolk Ship Support Activity; Mathew Henderson, Tidewater Community College

Tagged Divisions

Engineering Technology

Graduated from Brooklyn Technical High School in 1983, enlisted in the United States Navy, and in 1984 reported to basic training in San Diego, California. I had plans of completing my four-year enlistment and separating from the navy, but things did not work out that way, and I retired from the United States Navy in 2009 after more than twenty-five years of active service, and achieving the rank of Senior Chief Petty Officer. Throughout my naval career I continued taking college courses with hopes of, one day, graduating with a bachelor’s degree. On my last tour of active duty, I was assigned to Mid Atlantic Regional Center, which was a shore duty for me, and I was able to complete my educational requirements for my

Conference Session

Curriculum in Telecommunications Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Kim Nankivell, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet

Tagged Divisions

Engineering Technology

corporations that were hiring poorlyprepared employees. The report raised the issue of whether employer-delivered workforcereadiness training was the most effective way to address the gap in skills of poorly preparedentrants in the workforce. The survey results analyzed were directed at three levels, highschool, two-year college, and four-year college. The survey results were obtained from 217participants (employer respondents), who commented on three types of training: workforcereadiness (remedial), job-specific, and career development training. The survey was intended toexplore the need for workforce readiness training among the three groups, any gaps in training inresponding employers, and whether such employer-delivered training was effective