Northeastern University, students are given a limited opportunity to gain real worldexperience while still in college through a co-operative education program. The coopexperience reinforces the learning experience and allows the student to focus on non-classroom aspects of a potential permanent career. The cooperative education programalso gives students an opportunity to expand education through an experience in a realcompany. The co-op student is treated like a member of the staff and althoughinvolvement with key company decisions and actions varies by company, the experienceusually includes a healthy mix of tasks. Although this is a valuable learning experience, itlacks depth, is limited in responsibility and generally uses the student in only a
actual problems. The place that thesetwo aspects of the syllabus come together is in the engineering laboratory. It is here that thestudent is presented with a concrete problem to be solved, and they learn to apply the lessons ofthe classroom. The larger goal is to prepare the graduate to enter today’s engineering professionwith not only the proper problem-solving strategies and skills, but also to have gained experiencethat can be directly transferred to the needs of the contemporary career. This means exposure tothe latest technologies and an understanding of their concepts and applications. Perhaps the most significant aspect of engineering practice in the last decades has beenthe impact of computer technology in practically every
theirMechanical Engineering degree with course content in Business may opt to take one ortwo of their five Technical Electives with two business-related courses newly offered bythe College of Engineering. The first of these provides a foundation in financial, human-resources, supply-chain, organizational and innovation aspects of the modern corporationthat are pertinent to the career of a new engineering employee. The second course goesinto more depth on these matters, and also touches on issues pertaining toentrepreneurship and business plans. Developing an understanding of how engineeringactivities fit into the broader social and business context is a complement to thiscurriculum initiative
forconsideration.Ethics and Life-Long LearningEthics is a key component of epistecybernetics and CUES-AM. The idea is to instill inCUES-AM users the need for: (a). professionalism and integrity in ones job responsibilities, (b). life-long learning and knowledge of code of ethics, (c). understanding the ramifications of engineering, scientific and technologicalinnovations on society and the environment, (d). effective communication skills with emphases on report writing,presentations and collaborative team activities, (e). community service and awareness, and (f). developing the ability to handle work and career-related ethical issues.The current plan is to include ethics instruction in CUES-AM workshops, and will
2001: 25 A’s, 1 BSince an objective of the class is to retain students capable of handling the rigors of anengineering curriculum a question on the final exam is: “What engineering career (if any) areyou most interested in and why? If you are not sure, which ones are you vacillating between? Ifyou are not interested in engineering anymore, what do you want to major in, and why?” Theresults were: Fall 2000: 19 retained in engineering, 1 transfer to Business, and 1 undecided. Fall 2001: 23 retained in engineering, 1 transfer to English, and 2 undecided.The College of Engineering is currently developing a database to investigate retention issues.Part of this effort will be to follow up with these Honors freshmen to see how many
prepare engineering technology students for theirengineering career [5]. These projects are preferred by engineering technology programs for theirstudents who typically are more exposed to hands-on problems or applied engineering. On suchprojects, students learn to work with stakeholders to scope the project, clarify requirements, anditeratively work through the product realization to execute the project. Reifenberg and Long(2017) explain that industry-sponsored team capstone projects create value for the client and aremore valued by students. However, the broadly-defined nature of most client-based capstoneprojects can also lead to higher frustrations when the stakeholders (faculty members, sponsors,and student teams) are unable to develop and
customization. Today, additive manufacturing stands as a transformative force, revolutionizingtraditional manufacturing methods and shaping the future of production [22, 23].Rationale for Additive Manufacturing in Engineering Education Exposing students to various additive manufacturing processes is crucial for their educationand career readiness. It cultivates a diverse skill set, enabling them to adapt to evolvingtechnologies in fields like engineering and design. Understanding different processes, such asFused Deposition Modeling (FDM), Stereolithography (SLA), and Selective Laser Sintering(SLS), enhances problem-solving abilities and creativity [24, 25]. Exposure to diverse techniquesfosters critical thinking, enabling students to choose the most
implantable devices, lab-on-a-chip, and fouling- resistant water filtration systems. He is also leading a cross-institutional education project at TTU focusing on transformative pedagogical strategies for biomedical innovation to catalyze the interdisciplinary col- laboration between engineering students and medical students. To date, Dr. Tan has published over 50 refereed research papers and 2 book chapters. He has secured over $1.2 million in federal grants including the NSF CAREER Award. He is the faculty advisor of the IISE student chapter at TTU.Mai Dao, Wichita State UniversityAndrew Tapia, University of Kentucky ©American Society for Engineering Education, 2024 2024
, “Prompt Engineering - Complete Guide,” Great Learning Blog: Free Resources what Matters to shape your Career! Accessed: Sep. 04, 2023. [Online]. Available: https://www.mygreatlearning.com/blog/prompt-engineering-complete-guide/[23] OpenAI et al., “GPT-4 Technical Report.” arXiv, Mar. 04, 2024. Accessed: Apr. 05, 2024. [Online]. Available: http://arxiv.org/abs/2303.08774
: Verso, 2020.[27] J. Yang, M. K. Sherard, C. Julien, and M. Borrego, “Resistance and community-building inLGBTQ+ engineering students,” Journal of Women and Minorities in Science and Engineering,vol. 27, no. 4, pp. 1–33, 2021, https://doi.org/10.1615/jwomenminorscieneng.2021035089.[28] E. A. Cech, and W. R. Rothwell, “LGBTQ Inequality in Engineering Education,” Journal ofEngineering Education, vol. 107, no. 4, pp. 583-610, 2018, https://doi.org/10.1002/jee.20239.[29] J. Yoder, and A. Mattheis, “Queer in STEM: workplace experiences reported in a nationalsurvey of LGBTQA individuals in science, technology, engineering, and mathematics careers,”Journal of Homosexuality, vol. 63, no. 1, pp. 1-27, 2016,https://doi.org/10.1080/00918369.2015.1078632.
capabilities, Python, and DALL-E,enhancing its functionality and providing a comprehensive platform for educational assistance.In this study:'Y' (Educational Interests) explored are: - General Education Courses topics - Major-Specific Courses topics - Elective Courses topics - Beyond Curriculum topics (Career Development, Skills Enhancement, etc.)'Y' (Engagement Spectrum) explored are: - Forerunners: Always at the forefront, first to adopt new ideas and technologies. - Steady Engagers: Consistent and reliable in participation, regularly contributing. - Gradual Engagers: Initially less engaged, becoming more involved over time. - Silent Engagers: Quietly engaged, need observation and reflection over vocal participation. - Unsure
industry information, fully aware that these coursesmay not provide them with the comprehensive skills required for a career in emerging fields suchas AV engineering. This situation highlights the necessity for more comprehensive and officiallyrecognized educational programs that can adequately equip students for the challenges of thiscutting-edge industry.Our university’s Instructional Design and Development (IDD) Team has some initial researchthat shows several colleges have started developing and offering specialized courses to meet theincreasing need for multidisciplinary education in AV engineering. Ferris State Universityprovides a Graduate Certificate in Autonomous Vehicles through its College of Business. Thisprogram includes courses such
developed undergraduate and grad- uate courses in power electronics, power systems, renewable energy technologies, smart grids, control theory, electric machines, instrumentation, radar and remote sensing, numerical methods and data anal- ysis, space and atmosphere physics, and applied physics. His research interests included power system stability, control and protection, renewable energy system analysis, assessment and design, smart micro- grids, power electronics and electric machines for wind energy conversion, radar and remote sensing, wave and turbulence simulation, measurement and modeling, numerical modeling, electromagnetic com- patibility and engineering education. During his career Dr. Belu published eight
is the hallmark of the engineering profession, and students should expectto have some developing skill in application by the time they graduate from an engineeringdegree program.VI. Course ObjectivesThe goal of the Measurement and Automation course is to provide the students with anexperiential learning environment that promotes retention of the ideas covered and the skills tocontinue the self-learning process throughout their respective engineering careers. Because the Page 24.891.12course has only recently been moved in this direction, there is insufficient current data availableto measure whether those objectives have been met. Future
smart grid. He is on the Editorial Board of IEEE Transactions on Wireless Communications, IEEE Internet of Things Journal, IEEE Communi- cations Surveys and Tutorials, among others. He received the 2013 IEEE ComSoc MMTC Outstanding Leadership Award and the NSF CAREER Award in 2010. He is a co-recipient of The IEEE ICC 2013 Best Paper Award and The 2004 IEEE Communications Society Leonard G. Abraham Prize in the Field of Communications Systems.Dr. Yingsong Huang, NetApp Inc. Yingsong Huang received the Ph.D. in electrical and computer engineering from Auburn University, Auburn, AL in May 2013. He received the M.S. degrees in control theory and control engineering and the B.S. degree in Automation, both from
communication- can produce very positivechanges in engineering student retention rate. (25) In terms of other measures of potential benefits Page 24.948.8of design courses, much data is available from various institutions. Purdue’s EPICS programreports that students regarded team work, communication, and time management and /ororganization as “the three most valuable things learned” from the EPICS course. (26)There is strong evidence that supports the statement noted above (27) including assessment dataon the impact of PBL &design courses on student’ benefits, general outcome, & future career. (28)Mills and Treagust (29) reviewed published
. Page 24.949.1 c American Society for Engineering Education, 2014 On Implementation of Classroom-Based Pedagogies of Engagement: Relevant Measures and General OutcomesAbstract: Educators, at all levels, as well as policy planners have advocated student involvementas an essential aspect of meaningful learning. Learning “about” things through conventionalmethods (low interaction lecture–based) does not necessarily enable students to acquire theabilities and understanding they will need for their future studies and or careers. Research hasshown that interaction among students and interaction between faculty and students- carried byfar the largest weights and affected more general education
, instructors of record, SIs and TAs report issuesassociated with the online platform. Tech.Questn: Messages where students, SIs or TAs ask technical questions aboutsolutions of homework, laboratory, quiz or assessments. Undergrd.Advismnt: Messages where students discuss about their future career plansbased on their individual professional interests.B. Assessment of MessagesNext, we describe the parameters used to grade the quality of the communications with the TAs.The grades and their description are given below. Successful: Grade assigned when the communications reflect that the main objective wascarried out as required. Apparently Successful: Grade assigned when the communications reflect that the actionof the TAs and
Technology Doug Carroll is a Professor of Mechanical Engineering at Missouri S&T and is the Director for the Cooperative Engineering Program, a cooperative effort with Missouri S&T and Missouri State University. Dr. Carroll founded the student design center at Missouri S&T and served as its first director. He also served as the advisor for the solar car project for 12 years, including two national champion teams. He has worked with many students on design projects in his career. Page 24.964.1 c American Society for Engineering Education, 2014
protection, interdisciplinary engineering education, and risk education.Mr. William D. Schindel, ICTT System Sciences William D. Schindel is president of ICTT System Sciences, a systems engineering company, and devel- oper of the Systematica Methodology for model and pattern-based systems engineering. His 40-year engineering career began in mil/aero systems with IBM Federal Systems, Owego, NY, included ser- vice as a faculty member of Rose-Hulman Institute of Technology, and founding of three commercial systems-based enterprises. He has consulted on improvement of engineering processes within automotive, medical/health care, manufacturing, telecommunications, aerospace, and consumer products businesses. Schindel
, Page 24.1034.14cultural, economic, political and organizational questions that allows for a completeunderstanding of the design problem. Additionally, students must understand the socialchallenges that are trying to be satisfied with the current design project. Questions thatdifferentiate the user from the client, and how their design could impact the social constructs areencouraged. Table 4 OSU Humanitarian Engineering Course Topics Poverty and Development Universities and Humanitarian Engineering Principles of Humanitarian Engineering o HE Projects and Coursework Social Justice o Volunteer and Career Opportunities o Religious
todetermine whether to continue working with poor-performing students at this point.Terminating or Minimizing Interactions with Poor-Performing StudentsMentors who accept unpaid interns or who hire student research assistants themselves may beable to terminate poor-performing students after the third week evaluation. Mentors who doneed to terminate a student should approach the process thoughtfully, with the goal of makingthis a “teachable moment” for the student. While being fired from an undergraduate researchposition may be traumatic for the student, the long-term career impact is likely to be minimal andhopefully the student will learn from the experience. Mentors should take the time to providewritten feedback for the student, noting both
Paper ID #10799Simulating Real World Work Experience in Engineering Capstone CoursesProf. Thomas H. DeAgostino, Trine University, Innovation One After graduating from Michigan Technological University with a B.S. in Mechanical Engineering in 1984, Thomas H. DeAgostino began his career as an automotive product engineer working at Ford Motor Com- pany’s Heavy Truck Division. He held various product engineering positions before settling on structural and finite element analysis as his engineering passion. In 1988, he transferred to Ford’s Engine Engi- neering Division performing finite element analysis on various engine
quality and impact of an implemented project based on the students’ finalpresentations, including corrections of the collected results and conclusions. Proposedsummative evaluation questions include: • To what extent did participants use what they were taught in their own activities? • Which topics and techniques were most often (or least often) incorporated? • To what extent did participants share their recently acquired knowledge and skills • To what extent was there an impact on participating students? Have STEM faculty become more (or less) positive about integrating experiences and making such experiences an important component of their student’s future career? • Did changes occur in the overall perception and
Paper ID #9073Student Experiences In An Interdisciplinary Studio-Based Design Course:The Role Of Peer ScaffoldingMs. Bushra Tawfiq Chowdhury, Virginia Tech Bushra Tawfiq Chowdhury is highly motivated, focused and result oriented individual, pursuing a career which provides a challenging and a dynamic environment. Holding a Master’s in Information security and having a strong leadership attitude.Takes advantage of communication, organizational, multitasking and technical skills with a diverse work experience involving academics and in the IT industry. Currently a PhD student in the in the Department of Engineering Education
Paper ID #8618Student Perceptions of Instructional Change in Engineering Courses: A PilotStudyDr. Maura J. Borrego, Virginia Tech Maura Borrego is Associate Dean and Director of Interdisciplinary Programs in the Graduate School and Associate Professor in the Department of Engineering Education at Virginia Tech. She recently served as a Program Director in the Division of Undergraduate Education at the National Science Foundation. Dr. Borrego’s engineering education research awards include PECASE, CAREER, and two outstanding publication awards from the American Educational Research Association for her journal articles
wireless systems. He has a great interest in engineering education and the use of technology to advance the student learning experience. He has been honoured with three departmental teaching awards and was selected as a New Faculty Fellow at the 2008 Frontiers in Education Conference. In 2012, he was awarded the Early Career Teaching Award by the Faculty of Applied Science & Engineering. Page 24.1160.1 c American Society for Engineering Education, 2014Teaching Electromagnetism with the Inverted Classroom Approach: Student Perceptions and Lessons Learned
, conducted acomparative analysis of ethics courses taught at several US business schools in which the casemethod was utilized. Colby and Sullivan (2008) reported that that in almost all schools theystudied, the primary goal of the ethics course was to teach the professional codes of ethics, whichinclude: public safety, health and welfare, and protection of environment; loyalty to bothemployer and customers; fairness; intellectual properties of others; conflicts of interest; anddiscrimination and unfair competition. Chan et al. (2012) describe entrepreneurship,professionalism, and leadership as three key aspects of today’s engineering careers which areincreasingly becoming “boundaryless”.Leadership education has also garnered immense attraction
all have useful knowledge that can be shared with students in HGD. • Tips for finding jobs in the gaming industry or industry in general. Guest speakers from Career Services often provide useful advice for improving resumes and making a good impression during interviews. • Suggestions of how to design compelling games • Tutorials on using different game engines • Providing tips to help teams effectively communicate their game idea and status during regular progress updates that the teams give to the students in the course.Over the course of the semester, teams must give three progress updates at a general meeting.Since the enrollment in HGD has increased, two general meetings are required for all teams togive their