Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul Chanley, North Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Mathematics

Page 22.1377.16towards achieving that goal.Difficulties with a particular assignment should be taken care of before the next scheduled classsession (Drop by the Math Department area, the Math Resource Center (C300), or the MathCenter (C201) with your questions).ACADEMIC ETHICS AND PLAGIARISM:The college expects all students to maintain high standards of academic honesty and integrity.Plagiarism in any form is not to be tolerated. Plagiarism is defined by the college to be the use ofany person's work or ideas as though the work or ideas were your own, without giving theappropriate credit (Please consult the Academic Advising Handbook). Any student found inviolation of this policy may be given an F for the course.METHODS OF INSTRUCTION:Methods

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

Microsoft Project to develop a Gantt chart for theirproject and are required to update the chart as their project progresses.System Design Requirements Document: As a team, students identify the necessaryrequirements to meet their customer objectives and develop a system specification.Realistic Design Constraints: As a team, students identify the design constraints (budgetary,environmental, sustainable, social, political, health and safety, manufacturability, ethical, andlegal) that apply to their project and system.Hazard Analysis: As a team, students use a Failure Modes and Effects Analysis (FMEA) toidentify potential safety hazards, the effects of failure, the severity of failure, the probability offailure, and the current or potential design

Conference Session

Engineering Mechanics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University

Tagged Divisions

Mechanical Engineering

, drawn from a large, public, research university in the southwest, is describedelsewhere.21 The Indian sample was drawn from an Indian Institute of Technology (IIT). Theparticipants at both institutions were recruited from Mechanics I courses. This is one of theearliest courses completed by engineering majors. In order to test the role of ability, the samplesconsisted of a spectrum of students, from higher-performing to lower-performing, based ongrade-point averages at their institutions. All students participated voluntarily. The study in theU.S. was reviewed and approved by the respective Institutional Review Board; in India, aninstitutional ethics committee reviewed and approved the research project.Procedure Students participated about

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pavlos George Mikellides, Arizona State University; Chen-Yuan Kuo, Arizona State University, Polytechnic campus

Tagged Divisions

Multidisciplinary Engineering

addition to meeting the design and problem solving outcomes of ABET Criterion 3 , PBL 7also enhances the compliance of other “process skills” requirements of ABET such as ability tofunction on multidisciplinary teams (3.d), understanding of professional and ethical responsibility (3.f)and ability to communicate effectively (3.g). A detailed discussion on using PBL to teach engineering 8design is presented in Dym, et al. . This pedagogy has also been adopted by educators in other 9countries . In most engineering programs, students take courses in their sophomore and junior years thatconcentrate mainly on engineering analysis. PBL, if used, is usually

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

Advantage of Faculty Mentor(s) Knowledge of Innovation.A PR should seek faculty mentor(s) to specifically support teaching efforts and innovation. It isan advantage for PRs to be involved in reformation efforts which includes TA-PD. The PRlearned to teach and improve training materials. At the same time, the PR received simultaneousfeedback from a faculty reformist. Seeking help from a faculty reformist helped the PR todevelop a vision for an effective training session. For example, the faculty mentor reviewedinstruction provided by the PR and allowed new content formed by the PR to be presented to theTAs. Having a role model is always desirable for new faculty members18; their work ethics andprofound experiences can direct new faculty in their

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aurenice Menezes Oliveira, Michigan Technological University; Ivan T Lima Jr., Department of Electrical and Computer Engineering, North Dakota State University

Tagged Topics

ASEE Global Programs

or some other form of experience; 5. Can effectively deal with ethical issues arising from cultural or national differences.In addition, the industry respondents of the survey indicated the importance of globalcompetence for engineering graduates to be between “highly desirable” and “essential.”In 2004 and 2005, the U.S. National Academy of Engineering published two reports, TheEngineer of 2020 3, and Educating the Engineer of 2020 4. Both reports stress the impact ofglobalization on the practice of engineering and the need for U.S. engineers to focus oninnovation and creative aspects of the profession to be globally competitive. The challenges andopportunities in forming global engineers for the Americas were also discussed in a

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Boerio, University of Cincinnati; Dionysios D. Dionysiou, University of Cincinnati; Ian Papautsky, University of Cincinnati; Miguel Pelaez, University of Cincinnati; Mark Schulz; Christopher Huth; Vesselin N. Shanov, University of Cincinnati; Donglu Shi, University of Cincinnati

Tagged Topics

NSF Grantees

. 4.7 3.9 engineering problems ... understand professional and ethical 14. 4.3 3.6 responsibility 15. ... communicate (orally) effectively 3.3 3.5 16. ... communicate (written) effectively 4.7 3.8 ... understand the impact of engineering 17. 4.7 3.8 solutions in a broad context ... use techniques, skills or modern 18. engineering tools necessary for 5.0 3.9

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Johnny Thieken, Arizona State University; Lisa Stapley Randall, Arizona State University; Alison W. Smith, SRP

Tagged Topics

NSF Grantees

humans have hadneeds. Engineering has to be viewed as an ethical human endeavor that addresses the needs of aglobal society. Engineers are inventors and designers; they apply science and mathematics; anduse their imagination and creativity to make ideas a reality. They create technical solutions tomeet societal needs. This forms the core of engineering activities.2 Yet, there is a decline in highschool students’ interest in careers in science, technology, engineering, and mathematicsresulting in a decline in engineering enrollment, both undergraduate and graduate. Engineeringdoctorates have declined in recent years and are still below the levels of the 1980s.3Adolescents seldom lack curiosity, but as they go into the teenage years their

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey; Suriza VanderSandt, College of New Jersey; Elizabeth Dianne Johnson, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

taught withsubstantially more applied and hands-on activities while other sections are not. However, thisdoes pose an ethical issue.The existing data set might also provide additional insights. For example, does a context-driven, applied STEM content course taken at the same time as MAT105 or MTT202 result inpreferential improvements in anxiety and/or SE? Or does a context-driven, applied STEMcontent course that is completed between MAT105 and MTT202 preferentially benefit anxietyor SE levels? Measurements of math anxiety and SE in a pre-post format for individual math-oriented integrated-STEM courses may also prove useful. Additionally, collecting additionaldata for the current research format would provide larger populations, aiding the

Conference Session

SPECIAL SESSION: What Works to Retain Students in Chemical Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Donald P. Visco, Tennessee Technological University; Susan M. Montgomery, University of Michigan; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jon Sticklen, Michigan State University; Colleen A. McDonough, Michigan State University; Patrick Walton, Michigan State University; Amanda M. Portis, Michigan State University; Eldred H. Chimowitz, University of Rochester; Willie (Skip) E. Rochefort, Oregon State University; Keith L. Levien, Oregon State University; Nimir Elbashir, Texas A&M University; Jennifer Condit, University of Rochester ; Stephen Lindeman

Tagged Divisions

Chemical Engineering

will help them to “change the world”. While technical skills,time management, and other necessities for survival in college are addressed in CBEE101, the overarching goals (and those most important for student retention) are bestsummarized in the first two (of five) Course Learning Objectives:By the end of the course, each student must demonstrate the ability to: 1. Describe the kinds of professional activities in which engineers are involved, including the social, ethical, and environmental responsibilities of the profession in the 21st century; 2. Recognize the roles of Oregon State University, the College of Engineering (COE), the School of Chemical, Biological, and Environmental Engineering (CBEE), and the

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

. Be able to define problems so that CAE tools can be applied correctly Be able to model problems, and apply constraints, so that CAE tools can be applied correctly. Know how meshing is used in CAE and what the important factors in meshing are. Know how to correctly interpret and verify validity of analysis results. Be able to use FEA for stress analysis. Be able to use thermal analysis. Be able to use modal and vibration analysis. Be able to conduct kinematic simulations and use the data effectively. Be able to apply basic computational fluid dynamic analysis Understand the ethical and professional ramifications using CAE resultsThe problem solving objective are to

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

use. Thus, careful attention must be paid to the way in which open-ended problemsolving is taught.Introduction Open-ended problem solving is a skill that is central to engineering practice and one thatengineering students are required to develop. ABET (2009) criterion 3c states that students mustdevelop “an ability to design a system, component, or process to meet desired needs withinrealistic constraints such as economic, environmental, social, political, ethical, health and safety,manufacturability, and sustainability.”(p. 3) Open-ended problems are by nature ill-structured tovarying degrees. Such problems lack definition in some respect and as a result problemconstraints may be unclear, vaguely defined, or missing altogether

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

ideas, arguments, and points of viewg. an ability to communicate effectively 8. Developing skills in expressing oneself orally or in writingh. a recognition of the need for, and an ability to 12. Acquiring an interest in learning more by asking questions andengage in lifelong learning seeking answersi. an ability to understand professional, ethical and 10. Developing a clearer understanding of, andsocial responsibilities commitment to, personal valuesj. a respect for diversity and a knowledge of 10. Developing a clearer understanding of, andcontemporary professional, societal, and global issues commitment to, personal valuesk

Conference Session

ETD Design II: Mechanical Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jason K. Durfee, Eastern Washington University

Tagged Divisions

Engineering Technology

AC 2011-514: USING A LIVING-BUILDING LABORATORY (BUILDINGAS A LABORATORY) AS A FLUID MECHANICS LABORATORY PROJECTIN THE ENGINEERING TECHNOLOGY CURRICULUMJason K Durfee, Eastern Washington University Professor DURFEE received his BS and MS degrees in Mechanical Engineering from Brigham Young University. He holds a Professional Engineer certification. Prior to teaching at Eastern Washington Uni- versity he was a military pilot, an engineering instructor at West Point and an airline pilot. His interests include aerospace, aviation, professional ethics and piano technology. Page 22.1601.1

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

William Graff, LeTourneau University; Paul R. Leiffer, LeTourneau University; Matthew G. Green, LeTourneau University; Joel Koblich, LeTourneau University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Leiffer is a professor in the School of Engineering and Engineering Technology at LeTourneau University, where he has taught since 1979. He is currently co-developer of the program in BioMedical Engineering. He received his B.S.E.E. from the State University of New York at Buffalo and his M.S. and Ph.D. degrees from Drexel University. Prior to joining the faculty at LeTourneau, he was involved in cardiac cell research at the University of Kansas Medical Center. His professional interests include bioinstrumentation, digital signal processing, and engineering ethics. Email: paulleiffer@letu.eduMatthew G. Green, LeTourneau University Dr. Matthew G. Green is an assistant professor of Mechanical Engineering at LeTourneau

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

instructor, she teaches courses in engineering ethics, communications, and professionalism as well as courses in the Women’s & Gender Studies program. She has extensive academic and career advising experience and experience with planning and implementation of summer programs for high school students and mentoring programs for first-year students from underrepresented groups. Page 22.1445.1 c American Society for Engineering Education, 2011 The Effect of Contextual Support in the First Year on Self- Efficacy in Undergraduate Engineering ProgramsAbstractThis study

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

........................... 5 (5.6%) 74 (82.2%) 7 (7.8%) 4 (4.4%)Duties and responsibilities of mentoring ................ 3 (3.3%) 74 (82.2%) 9 (10.0%) 4 (4.4%)Phases of the mentoring relationship ...................... 8 (8.9%) 58 (64.4%) 20 (22.2%) 4 (4.4%)Time management skills ......................................... 9 (10.0%) 67 (74.4%) 9 (10.0%) 5 (5.6%)Communication and listening skills........................ 3 (3.3%) 73 (81.1%) 10 (11.1%) 4 (4.4%)Confidentiality and ethical considerations .............. 11 (12.2%) 68 (75.6%) 7 (7.8%) 4 (4.4%)Transition/adjustment issues for new students........ 3 (3.3%) 70 (77.8%) 13 (14.4%) 4 (4.4%)Forming study groups

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

junior college at their own expense. An amicable “softlanding” is an ethical priority, out of respect for the relationship with each family and underlyingcommitment to student success. Junior college partners are invaluable colleagues in the out-placement process, conferring early with Four-Year College administrators and students. In the measurement of success, the results are mixed. There are many opportunities forstudents to choose to leave, as well as many opportunities for students to be forced to leave.First, as shown in Figure 1, consider the number who complete the Scholars year and transitionsuccessfully to the Four-Year College. The reasons why students do not matriculate are as varied and numerous as the students.Although both

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph Idziorek, Iowa State University; Mark F. Tannian, Iowa State University; Douglas W. Jacobson, Iowa State University

Tagged Divisions

Computing & Information Technology

avoid. An appreciation of the offensive mindset helps the student develop the wisdomnecessary to be an effective last line of defense after their investments in mitigation like anti-virus software, firewalls and patching fails. Understanding that they are the target the attacker istrying to exploit improves their chances of thwarting social engineering attacks (e.g. phishing,spear phishing, Trojan horse, drive-by downloads, scareware, ransomware) that have been highlysuccessful. As responsible educators, we ensure ethics discussions encapsulate the presentation Page 22.1379.7of offensive methods in order to avoid encouraging malicious cyber

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara E. Brazon, Penn State University; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Computing & Information Technology

statedthat they rarely thought about the perceptions of group members to their work ethic, attitudes andcompetency prior to this course. A few of the students noted that after the first couple of reviewsby their peers they became more actively engaged as a direct result of evaluations providedthroughout the project. See Appendix B for the Student Performance Evaluation Form.Prior to being evaluated by the manger the students were required to perform a self-evaluationusing the Student Performance Evaluation Form, which is then reviewed with the manager forhis/her input. Students were evaluated a minimum of four times during the course of the project.Students also noted in their Lessons Learned report that the fact that they were forced to take onthe

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

Technology (ABET) has mirrored this emphasis in the Criterion 3 student outcomes,commonly referred to as the EC2000 a-k criteria. The following EC2000 criteria are relevant toinformation literacy and lifelong learning 22: (a) an ability to apply knowledge of mathematics, science, and engineering (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

queer, strange, funny, or disconcerting.” John Dewey (1932)Critical student reflection is increasingly recognized as a crucial part of engineering students‟overall learning 1-6. This is highlighted by a number of trends that focus the attention of theengineering educator on aspects such as students‟ awareness of engineering practice beingembedded in social contexts and their future role as professionals with ethical and societalresponsibilities 7-9. In part, such broader competencies are inherently reflective and point to theneed to specifically support students‟ development as critically reflective practitioners 10, 11

Conference Session

Design Education II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert L. Mott, University of Dayton; Terrance L. Speicher, Pennsylvania State University, Berks College

Tagged Divisions

Manufacturing

Nearfield Systems Incorporated before joining academia. His scholarship interests are in engineering design, project management, engineering ethics, and engineering entrepreneurship. Page 22.581.1 c American Society for Engineering Education, 2011 Engineering Education in China – A Summary of a Focused Visit in 2010Abstract A group of ten delegates, all members of the American Society for EngineeringEducation, formed an Engineering Education Delegation for a trip to China organized by thePeople to People Ambassadors organization from October 26

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz, University of the Pacific; Abel A. Fernandez, University of the Pacific; Elizabeth A. Basha, University of the Pacific; Andria Patricia Ellis, University of the Pacific, School of Engineering and Computer Science ; Kristina Hammarstrom; Feliciano Leon; Jerry Bruce Hildebrand; Spencer Ton

Tagged Divisions

Civil Engineering

. Page 22.596.2IntroductionEngineering students are expected to understand the social, environmental and economic impactsof engineering at local, national and global levels. In their report, “Engineer of 2020”, theNational Academy of Engineering, envisions “a future where engineers are prepared to adapt tochanges in global forces and trends and to ethically assist the world in creating a balance in thestandard of living for developing and developed countries alike” 1. More specifically, the ABETAccreditation Criteria for Engineering programs require that accredited engineering programsdemonstrate students have “the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

, science, and engineering.  An ability to design and conduct experiments, as well as being able to analyze and interpret data. Page 22.668.3  An ability to design a system, component, or process to meet desired needs.  An ability to function in multi-disciplinary teams.  An ability to identify, formulate, and solve engineering problems.  An understanding of professional and ethical responsibility.  An ability to communicate effectively with written, oral, and visual means.  The broad education necessary to understand the impact of engineering solutions in a global

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

and require different assessment tools. Academic skills incomputation, engineering topics, and computer modeling are all necessary for successfulcompletion of a design project. However, successful design students must also masterprofessional skills such as oral and written communication, project management, teamworkskills, problem solving, and professional ethics. These skills can be difficult to teach in atraditional lecture format, but can be very naturally integrated into capstone design5. Sincecapstone design courses offer many opportunities for situated learning, they allow students tolearn these professional skills in a realistic context6.Given that these professional skills are necessary for a successful capstone design experience,one

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology

Tagged Divisions

Biomedical

extensivesurvey was developed and implemented in 2009 and 2010. Upon completion of the program,students were asked to answer questions and provide comment on the time spent on research andinteractions their mentor (Table 2). The amount of time spent per week on research varied from5 to 55 hours. However, despite a number of outside activities (seminars, ethics class) 94% ofstudents spent more than 30 hours per week on research, which is important as the primary goalof this program is to expose students to research. Page 22.251.9 Table 2: Summary of student research and mentor/student interactions Year

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

, 356–369. 15. Jucks, R., Paechter, M., & Tatar, D. (2003). Learning and collaboration in online discourses. International Journal of Educational Policy, Research & Practice, 4, 117–146. 16. Lee, J. K., & Lee, W. K. (2008). The relationship of e-learner’s self-regulatory efficacy and perception of e-Learning environmental quality. Computers in Human Behavior, 24, 32–47. 17. Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48, 185–204. 18. Martin, E. & Webb, D. (2001). Is e-learning good learning? In B. Brook & A. Gilding, (Eds.). The ethics and equity of e-learning in higher education, Melbourne: Victoria University, 49–60

Conference Session

Thermodynamics, Fluids, and Heat Transfer II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Mechanical Engineering

4740):ARE 4740 Mechanical Systems Design Project: This course is the final course in the buildingmechanical systems sequence. It incorporates elements of previous design courses by executingthe design of a hypothetical building with a concentration on a detailed design of the project'smechanical systems.The ARE 4740 course exists in the Architectural Engineering program as an optional coursesince 2000 – 2001. Later, this course became as integrated part of Architectural Engineeringcurriculum (mechanical option). The objective of this course is to expand students’ creativity andengineering design skills by meeting established design objectives while considering variouseconomic, safety, reliability, aesthetic, ethical, and/or social impact

Conference Session

New Trends in ECE Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Juan F. Arratia, Interamerican University of Puerto Rico; Martina Y. Trucco, Hewlett-Packard Labs; Luis F. Font, Ana G. Mendez University System

Tagged Divisions

Electrical and Computer

Business Ethics courses to Undergraduates students. Since December 2009, he is the BPC-A Coordina- tor at Ana G. Mendez University System (AGMUS) for the Caribbean Computing Center for Excellence (CCCE) Alliance to support students to continue studies in computer related fields in Puerto Rico and the U.S. Virgin Islands. Page 22.308.1 c American Society for Engineering Education, 2011 CARIBBEAN COMPUTING CENTER FOR EXCELLENCE: BUILDING UNDERGRADUATE RESEARCH SKILLS, CHANGING RECEPTION OF POST-GRADUATE NEEDSAbstract 1The Caribbean Computing Center for Excellence (CCCE) was