approaches such as project-based learning and flipped classroom. ©American Society for Engineering Education, 2024An Exploratory Analysis of an Electrical Engineering Technology Curriculum using Bernstein’s Instructional DiscourseAbstractThis paper analyzes the undergraduate electrical engineering technology curriculum at anengineering technology college at a private R2 (based on Carnegie Classification) university inthe USA. The purpose of this analysis is to identify key elements of the curriculum being studiedincluding selection, sequencing, pacing of the course content, and evaluation criteria. Data forthis work include the undergraduate plan of study, course outlines, and course syllabi for
Perkins V award, and maintains a portfolio of NSF and private grants to support STEM and CTE pathways in the region.Christopher Russell Christopher Russell is the Information and Engineering Technologies Project Manager at Northern Virginia College. His research focuses on developing novel methods of integrating digital fabrication into formal and informal STEM instruction. Currently, he manages two NSF ATE awards - Makers By Design, a design thinking professional learning program for interdisciplinary groups of educators, and Product Design Incubator, a summer-long entrepreneurship program for community college students.Mr. Samuel Aaron Snyder, Virginia Tech Sam Snyder is a Ph.D. candidate in the Department of
, stress and well-being, and Human /resource development.Lei Xie, Lei Xie is a doctoral student at Texas A&M University. He is currently majoring in Human Resource Development in the Department of Educational Administration & Human Resource Development. His research interests include conflict management, organizational learning/change, knowledge management, learning organization, and International HRD. As a second year international graduate student from the People’s Republic of China, he has been actively engaged in academic research. He is working on several book chapters and an independent research project on the subject of organization development/change and organizational learning. He earned a
Paper ID #37206Strategies for Continuous Improvement in ETAC of ABET Programs: ANovelApproachProf. Ravi C. Manimaran, Department Chair, Engineering Technology, Austin Peay State University Ravi C. Manimaran is Professor and Chair of the Department of Engineering Technology, Austin Peay State University. His education includes two Master of Science degrees in Electrical and Computer Engi- neering and Electronics and Control Engineering. He has been dynamically involved in higher education leadership as a Dean, Department Chair, Project Director, and a faculty member since 1997. He has served as the PI / Co-PI of multiple
proof that they achieved the goal or on the way to achieve goal.For evidence, homework, quiz, project, midterm and final exam are the tools to evaluate students. 4Evaluation criteria or contents need to be almost same for all modalities. Table 1 summarizesHyFlex student attendance pattern for class size of 20 students. From the table it is clear majorityof the student prefer to attend in-person although online participations allowed more flexibilities.This may be happed due to nature of course.Enhance Students Learning in HyFlex Environment Students and instructor need to work together to create effective HyFlex environment. Toprepare students for these modalities instructor should provide
published articles in the fields of cybersecurity, intrusion detection, machine learning, and technology education. Dr. Chou has experience in supervising both graduate and undergraduate student thesis, practicum, and grant project research. ©American Society for Engineering Education, 2023Enhancing Student Learning Using Article Reading AssignmentsAbstractStudying the textbook is an indispensable element of learning when students are trying tounderstand the contents of a course. However, learning a subject should not only be limited tothe contents of a textbook, but rather, should be approached with the goal of understanding thesubject from a broader perception. Therefore, in order to broaden students
equipment will be used to measure pressure, volumetric efficiency, and energyefficiency. The second reason is that commercially available lab equipment is expensive as it ismost often built to order. As we were building this set-up and researching operation andperformance, we realized that this would be a useful teaching tool to use in the fluid power lab.With a few modifications to existing setup, students can conduct basic to advanced experiments.Interestingly, it was a student working on this research project who suggested that we use thisequipment as a teaching tool in the fluid power course.Proposed experiments include fluid pressure in column, minor losses, and validation ofBernoulli’s theorem. We have found that the ram pump serves as a
, effectiveness, and pedagogical value ofstudent-generated stories in a fluid mechanics course part of the mechanical engineeringtechnology curriculum. This application, which addressed Accreditation Board for Engineeringand Technology (ABET)’s Criterion 3 and Criterion 5c, was implemented in a four-credit hour(ch) senior-level applied fluid mechanics course, with a 3ch lecture and 1ch laboratorycomponent. The course is the second in fluid mechanics’ sequence and covers topics likepipeline systems design, pump selection, flow of air in ducts, lift and drag, etc. The originalinstructional design used a blend of traditional in-class lectures and problem-based learningfocused on project-based and other laboratory exercises.To further improve the students
software used in design projects and laboratory was alsobriefly discussed. The authors used the characteristics of the learning systems, their effectivenessbased on students’ performance, student skills developed using the learning systems, and studentfeedback as their comparison criteria. Most of the methods reviewed used computer technologyand multimedia to provide interactivity and visualization. Most of these methods were found toimprove student performance and help develop their skills. Overall, student feedback andcomments were positive and encouraging.Engineering students often face difficulties comprehending the first and second laws (Meltzer [9]),particularly the concepts of heat, work, and cyclic processes. According to Meltzer, students
measuredfrom ‘1’= strongly disagree to ‘5’ = strongly agree. In question 8, students were given multiplechoice selections on the average time they spend using AI tools per week. In question 9, studentschoose the main reasons they use them, whether for help with complex topics, research, orwriting. The survey results are outlined in Table 1, providing insights into the current use of AItools by CEE students with implications for educational approaches in engineering.The Institutional Review Board (IRB) has determined that this project, 'Integrating ArtificialIntelligence into Electrical Engineering Education: A Paradigm Shift in Teaching and Learning,'is exempt from review by the IRB for the Protection of Human Subjects.The survey was conducted in a
security principles, database auditing, database reliability and implementation of databasecontrols and security. In context of CIA triad of information security, threat classifications to the communication networks are discussed: eavesdropping (confidentiality), man-in-the-middle(integrity), and denial-of-service (availability). Real world examples of attack methods and cases of database breaches are discussed, as well as attacks on communication networks and networked applications are discussed to translate principles into reality. Security design andarchitecture consisting of authentication, authorization, access control, traffic monitoring, secure protocols are covered. Class project requires students to undertake security
, Ohio. While at SES, he specialized in mechanical test development and project management largely in the railroad and hunting equipment sectors. At GE Aviation, he led the certification effort for the LEAP-1A/1C HPC airfoil vibratory stress responses. Dr. Cress received his Ph.D and Master’s degrees from the University of Notre Dame, both in aerospace engineering; and his undergraduate Bachelors of Mechanical Engineering degree from the University of Dayton.Prof. Scott Schneider, University of Dayton Scott J. Schneider is an Associate Professor and the ETHOS Professor for Leadership in Community at the University of Dayton. Schneider is currently focusing his research in the areas of engineering education and
learning environments of interdisciplinarysettings, which focused on collaboration and equipment malfunctions [20]. In another, a clinicalimmersion program for biomedical engineering students, where participants evaluated clinicalneeds to address in a capstone project, was effectively pivoted to a remote format [21]. Largelyout of necessity, these studies have focused more on the adaptation process than the systematicmeasurement of reciprocal outcomes or virtual internship designs While the immediate needs forvirtual internship opportunities, caused by COVID-19, may be dwindling, these modalities willlikely have a role in addressing access and equity in both the workforce and higher education inthe near future [13], [18].Equity and AccessThere is
, Transfer Students, Identity Development,Institutional Challenges, Curriculum Alignment.1. BackgroundEngineering Technology (ET) programs in community colleges represent a distinct facet ofengineering education, catering to different student populations and workforce developmentneeds compared to conventional four-year degree paths. ET programs prioritize practical,application-oriented learning, equipping students with hands-on problem-solving skills directlyrelevant to the industry. For instance, students in ET programs may engage in projects simulatingreal-world engineering challenges, fostering their ability to tackle practical issues. In contrast,traditional four-year engineering programs delve deeper into the theoretical foundations