Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Claudia María Zea Restrepo P.E., Universidad EAFIT; Alejandra J. Magana, Purdue University, West Lafayette; Juan Guillermo Lalinde-Pulido, Universidad EAFIT; Alberto Rodriguez P.E., Universidad EAFIT; Natalia Andrea Bueno Pizarro, Universidad EAFIT

Tagged Topics

Curriculum Development

immaterial and material, the second floor is wheretechnology is integrated to the project that is being developed, and the first floor is the place tobuild the product conceived in its entirety. Such spaces and strategies have encouraged rethinkingthe curriculum of the School of Engineering in a way that, when integrated with processes forscientific research in education, may allow significant changes in learning environments andpromote the renovation of the pedagogical strategies.Thus, we propose an approach for designing curriculum for the School of Engineering of EAFITUniversity based on three types of processes: (a) scientific research in education, which allowsthe definition and construction of research and innovation projects that are based on

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Imin Kao, Stony Brook University (SUNY); Yacov A. Shamash, Stony Brook University; ChoonHo Kim, SUNY Korea

Tagged Topics

Curriculum Development

comprehensive liberal-arts campus abroaddeveloped by a major U.S. research university.” Abu Dhabi’s commitment includes the offer topay for the entire cost of building and operating the new campus—“to build an A+ university.”In addition, the NYUAD campus will “offer the same degrees that are offered in New York, witha curriculum developed by the university’s New York-based faculty.” [4] According to the samearticle, the students of NYUAD will be chosen by NYU’s Office of Admissions, relying on thesame standards used for the New York campus. NYU Abu Dhabi students will be offered theopportunity to spend a semester in New York. However, some critics say that the description ofthemselves as guests of the United Arab Emirates “turns foreign branch campuses

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Masakatsu Matsuishi, Kanazawa Institute of Technology; Hiroko Fudano, Kanazawa Institute of Technology; Jun Fudano, Kanazawa Institute of Technology; Scott Clark, Rose-Hulman Institute of Technology; Richard Eugene Stamper P.E., Rose-Hulman Institute of Technology

Tagged Topics

Curriculum Development

program andwe have not developed yet any graduate programs to follow the undergraduate program.Therefore, if we develop an additional global engineer program to graduate students, whocompleted the current undergraduate Joint Global Engineer Education Program, we can combinethe undergraduate program and the new graduate program into a new integrated global engineereducation program.Although we have not yet officially started developing any graduate programs to follow theundergraduate program, one idea of graduate programs is a combination of “Study abroad” and“Work abroad”. One possible example of a combination of “Study abroad” and “Work abroad”for graduate students of KIT, who finished Bachelor Course at KIT, would be to enroll in aMaster Course

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Tina alaei; Andrew Lillesve, IRE

Tagged Divisions

Continuing Professional Development

(ABET). In a project-based learning environment where students are highly motivated, professionalism can be easilyintegrated into the curriculum. Iron Range Engineering, a newly established project-basedprogram, has given considerable attention to professionalism and has incorporatedprofessionalism in the curriculum as a course series. In this paper, we discuss the Iron RangeEngineering program, professionalism activities, ABET outcomes associated withprofessionalism and the integration of professionalism in the curriculum.1- IntroductionSince the publication of Engineer 20201 (and before) and the modification on accreditationcriteria made by ABET, professionalism has been an important subject in the engineeringeducation2,3. The expectations of

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Jared P Coyle, Drexel University; Jamie Lyn Kennedy, Drexel University; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng.)

Tagged Topics

Curriculum Development

educationAbstractA grand challenge in the global engineering community is the recruitment and retention ofstudents. Previous research in engineering education has shown that pre-college exposure toengineering plays an integral part in student self-selection of engineering as a course of study atthe university level. Presented in this work is an international program which seeks to attracttalented students through the use of NSF GK12 Engineering Visiting Fellows and cross-cultural,hands-on problem based design projects. In this two-year study, 5 separate projects are carriedout involving 690 students split between urban high schools in the United States and partnersecondary schools in Kenya. Quantitative and qualitative analysis is carried out using

Conference Session

Integrating Art, Humanities, and Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Craig A Chin, Southern Polytechnic State University; Mir M. Atiqullah, Southern Polytechnic State University; John F. Sweigart P.E., Southern Polytechnic State University; Beth Stutzmann, Southern Polytechnic State University; Wei Zhou

Tagged Divisions

Multidisciplinary Engineering

prepare engineers to fulfill their cultural and civicresponsibilities. For an engineering educator, it is vital to inculcate in the engineering students,the importance of studying humanities that can open up their minds to the use of creative ideasfrom great minds outside of science. Humanists claim that the state-of-the-art scientificknowledge techniques that engineers learn in their college curriculum have a limited shelf life. Ifthey master the humanities, it can provide tools for extending that shelf life. One of the mostimportant aspects of engineering is effective communication, both verbal and written.Humanities study can strengthen the ability of engineers to work and communicate with others.Importance of HumanitiesA number of engineering

Conference Session

Laboratory Experiences in Mechanical, Materials and Thermal Systems

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; Vincent C Prantil, Milwaukee School of Engineering; William C Farrow, Milwaukee School of Engineering; Hope Leigh Weiss, Milwaukee School of Engineering

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #6217Interconnecting the Mechanical Engineering Curriculum Through An Inte-grated Multicourse Model Rocketry ProjectDr. Matthew J. Traum, Milwaukee School of Engineering Dr. Matthew J. Traum is an assistant professor of mechanical engineering at the Milwaukee School of Engineering (MSOE). He received a Ph.D. in mechanical engineering from the Massachusetts Institute of Technology [2007] where he held a research assistantship at MIT’s Institute for Soldier Nanotechnologies (ISN). At MIT he invented a new nano-enabled garment to provide simultaneous ballistic and thermal pro- tection to infantry soldiers. Dr. Traum

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University

Tagged Topics

Curriculum Development

improvement in their oralproficiency at the end of study abroad.174.3 Intercultural Competency: We utilized the Intercultural Development Inventory (IDI) toassess intercultural competency of NanoJapan participants. The IDI is theoretically grounded inMilton Bennett’s “Developmental Model of Intercultural Sensitivity,” a frequently-citeddevelopmental model that identifies six progressive stages through which individuals pass inadapting interculturally. The results of the IDI place an individual at a point along this six-stagedevelopmental continuum, from ethnocentric to ethnorelative. The stages of the DMIS aredenial, defense, minimization, acceptance, adaptation, and integration.18 While the IDI does notmeasure learning specific to Japan, it does

Conference Session

Building BIM into Construction Curricula

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arundhati Ghosh, Arizona State University; Kristen Parrish PhD, Arizona State University; Allan Dee Chasey, Del E Webb School of Construction, Arizona State University

Tagged Divisions

Construction

several. The technology beingnew, students are often misled by an incomplete understanding of the subject--understandingBIM as an acronym for 3D design, rather than appreciating BIM as a process of sharing andsimulating information. Teaching BIM as a process versus a single software package is acommon issue that may be effectively addressed through a stepped progression of smallerpackets of information spread in different courses throughout the curriculum, so called ‘verticalintegration.’ Vertical integration of curriculum supports a comprehensive understanding of asubject and the means and methods that form its core. Further, vertical integration of curriculumhelps students retain knowledge from year to year as repeated exposure to a subject

Conference Session

Building BIM into Construction Curricula

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin R. Miller, Brigham Young University; Clifton B. Farnsworth, Brigham Young University; Justin Earl Weidman, Brigham Young University

Tagged Divisions

Construction

implementation includes integrating BIMwithin specific courses such as scheduling,7 estimating,8,9,10 engineering graphics,11 MEP(mechanical, electrical, and plumbing),12 or project management.13 Other programs aremodifying their curriculum by adding specific stand-alone BIM courses.14,15 Cooksey and Schiffstate that “introducing BIM to students is more complex than just adding a new course to thecurriculum, because BIM has the potential to be involved in the entire program.”16 However,they further clarify that integration of BIM within the curriculum should correspond with thestudent’s academic maturity.16 While individual CEM programs have to balance how to bestutilize BIM within their individual unique curriculum, it is clear that there is an

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Lynette Frances Johns-Boast, Australian National University

Tagged Topics

Invited - Curriculum Development

curriculum will affect the process of curriculum designand development in which he/she engages as well as the output of that process – the written, theofficial, intended or planned curriculum.I agree with Lattuca and Stark 1 when they say that without an common view of curriculumacademics “seldom link the elements they mention into an integrated definition of the curriculum[instead thinking] of separate educational tasks or processes, such as establishing the credit valueof courses, selecting the specific disciplines to be taught or studied, teaching their subjects,specifying objectives for student achievement, and evaluating what students know” 14, p. 2. Theyalso note that “the most common linkage faculty members address is the structural

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Jean N. Koster, University of Colorado, Boulder

Tagged Topics

Student and Curriculum Development

semester began first, with Colorado’s a close second,and Germany starting third in mid-October. Figure 1 shows a simplified schedule as well as eachUniversity’s semester dates and overlap.The overall project schedule was based on the University of Colorado’s Senior Design Coursetimeline, which encompasses an entire project experience over the span of 2 semesters. Theproject is divided into two phases, in sync with the CU semester schedule. The first semester, orphase of the project course, is focused entirely on design, analysis, and prototyping. The secondphase of the project encompasses the manufacturing, integration, and testing aspects. Eachcomponent must be manufactured, tested at a subsystem level, integrated to the system level, andtested

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Russel C. Jones, World Expertise LLC

Tagged Topics

Invited - Curriculum Development

offer two graduate programs, a Master of Engineering Degreeand a Master of Science Degree. The undergraduate curriculum integrates cutting-edgeand applied research with innovative classroom instruction to ensure that its graduates areequipped to assume leadership roles after graduation.Carnegie Mellon Qatar has offered undergraduate programs in Computer Science andBusiness Administration since 2004. It has recently added a new Information Systemsdegree. These programs are aimed at providing the human capital to develop an effectiveInformation and Computer Technology (ICT) structure, one of the main pillars of theknowledge-based society that Qatar aspires to become.Saudi ArabiaKing Abdullah University of Science and Technology (KAUST) is being

Conference Session

Dynamics - Wow! They accelerate

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, University of Mount Union; Pattabhi Sitaram, Baker College, Flint, MI

Tagged Divisions

Mechanics

development engineer in crashworthiness. He hast taught extensively at both undergraduate and graduate levels in civil and mechanical engineering disciplines. Page 23.356.1 c American Society for Engineering Education, 2013 CURRICULUM DESIGN OF STATICS AND DYNAMICS: AN INTEGRATED SCAFFOLDING AND HANDS-ON APPROACHABSTRACT Statics and Dynamics are necessary fundamental components of the engineeringcurriculum for Mechanical Engineering (ME), Civil Engineering (CE), and some otherengineering disciplines. Students typically take these courses at the beginning of their second

Conference Session

Capstone Design and Innovations in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

John J. Burke P.E., Western New England University

Tagged Divisions

Electrical and Computer

Society for Engineering Education, 2013 Introducing a Business Acumen into an Engineering CurriculumAbstractThe Electrical and Computer Engineering (ECE) department at the Western NewEngland University began an effort to integrate business acumen into the ECEcurriculum. The effort started in academic year 2011 – 2012 with two required lab-basedECE courses and one lecture-based design elective course. For academic year 2012 –2013 the effort has been expanded to include four additional lecture-based courses.Students enrolled in the Junior EE Lab sequence, EE Lab I (EE 319) and EE Lab IIa (EE323), are required to develop a budget for each lab experiment. The budget is an estimateon the costs associated with performing the lab experiment. Students

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune; Anil Dattatraya Sahasrabudhe, College of Engineering, Pune

Tagged Divisions

Liberal Education/Engineering & Society

Learning and Engineering EducationIn most parts of the world, engineering education started and took roots in early to mid-nineteenth century. Itwent through, like other specialized streams, the changes with respect to liberal education. Only a few decadesago, it incorporated liberal education in its curricula. Today the engineering educators wholeheartedly agreewith statements such as ―humanities and social science courses are very important in preparing engineers‖ andthat the undergraduate engineering curriculum should ―prepare students to assume community leadershiproles.‖10. Cherrice and Klein 11 point out that many of the engineering ―grand challenges‖ require a multi-disciplinary approach and integration of engineering and liberal arts

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Warren N. Waggenspack Jr., Louisiana State University; Sarah Liggett, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University

Tagged Divisions

Civil Engineering

Paper ID #5987Development and Assessment of an Innovative Program to Integrate Com-munication Skills into Engineering CurriculaDr. Warren N. Waggenspack Jr., Louisiana State University Dr. Warren N. Waggenspack, Jr. is currently the associate dean for Academic Programs in the College of Engineering and holder of the Ned Adler Professorship in Mechanical Engineering at Louisiana State University. He obtained both his baccalaureate and master’s degrees from LSU ME and his doctorate from Purdue University’s School of Mechanical Engineering. He has been actively engaged in teaching, research and curricula development since

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University; Mark Cuson; Michelle Marie Grau, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

been shown to helpthe student connect theory with a practical application that increases the relevance of thepotential solution8. Case-based instructional methods have long been used in engineeringeducation, almost exclusively in the context of ethics where “there is widespread agreement thatthe best way to teach professional ethics is by using cases.”9Less common is the use of the case study method to integrate business learning, specificallyentrepreneurship concepts, with core engineering curriculum. Weaver and Rayess,10 on behalf ofthe KEEN Network, have developed a series of short case studies across a variety ofentrepreneurial situations that are incorporated into various engineering courses. Garcia et al.11tested an entrepreneurial case

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, ITESM; Eliud Quintero, ITESM

Tagged Divisions

Mathematics

derivative graph; this way, process of visualizingthe antiderivative is becoming an important fact at the first contact with calculus, where theFundamental Theorem of calculus takes a special place as background knowledge throughout thecourse.IntroductionThe development of new digital technologies must have a positive impact in the learning processof Mathematics, but the speed that is characteristic of this development limits the time needed tounderstand the importance of these resources and their inclusion in the courses. On the otherhand, a traditional curriculum, the standard in many classrooms, actively resists questioning andcreates difficulties in the establishment of defined criteria that can guide us into making allies outof technologies

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

William A Kline, Rose-Hulman Institute of Technology; Cory A. Hixson, Virginia Tech; Thomas W. Mason, Rose-Hulman Institute of Technology; Patricia Brackin, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

three-year leave from Rose-Hulman, Tom served as CFO and CEO of a 140-person network management systems business. In 2007-08, he used his sab- batical to study entrepreneurship in Indiana and assist start-ups as Educator/Entrepreneur in Residence at Indiana Venture Center. He has been advisor/director for several high tech firms and has been involved in national efforts to integrate entrepreneurship and engineering education. Since his retirement from full time teaching, Tom has co-authored an updated edition of Forecasting and Management of Technology, teaches part-time, continues his research and writing on innovation and entrepreneurship and works in an advisory capacity with several emerging firms. Dr. Mason

Conference Session

"Modular" Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Qinghua He, Tuskegee University; Rong Zhang, Auburn University; Jin Wang, Auburn University; Frank Leonard Armstead III, Tuskegee University; Rong Zhu Walburn; Donald Ray Johnson Jr; Julius Lenard Taylor II, Tuskegee University Research Assistant

Tagged Divisions

Chemical Engineering

Paper ID #7518A Modular Approach of Integrating Biofuels Education into Chemical Engi-neering CurriculumDr. Qinghua He, Tuskegee University Dr. Q. Peter He is an associate professor in the Department of Chemical Engineering at Tuskegee Univer- sity. He obtained his B.S. in Chemical Engineering from Tsinghua University at Beijing, China in 1996 and his M.S. and Ph.D. degrees in Chemical Engineering in 2002 and 2005 from the University of Texas, Austin. His current research interests are in the general areas of process modeling, monitoring, optimiza- tion and control, with special interest in the application of data

Conference Session

ECE Curriculum Improvement

Collection

2013 ASEE Annual Conference & Exposition

Authors

JianJian Song, Rose-Hulman Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology; Edward Wheeler, Rose-Hulman Institute of Technology

Tagged Divisions

Electrical and Computer

properties of materials. Page 23.1019.1 c American Society for Engineering Education, 2013 Rationale for a Required Course on Signal and Power Integrity in Computer Engineering Curriculum AbstractTwo aspects of digital systems are digital logic design and digital circuit implementation. Theformer is a standard required subject in an electrical and computer engineering curriculum. Thelatter is usually taught as a senior elective or more often as a graduate class. While the formerhas become simpler, easier and more abstract, the latter has become more analog, moreintegrated

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, Schulich School of Engineering, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7318Developing a cross-disciplinary curriculum for the integration of engineeringand design in elementary educationMs. Emily Ann Marasco, Schulich School of Engineering, University of Calgary Emily Marasco is a graduate student in electrical engineering at the Schulich School of Engineering, Calgary, Canada. She received an undergraduate degree in computer engineering and a minor in music from the University of Calgary in 2011. Marasco is a registed Engineer-In-Training with the Association of Professional Engineers and Geoscientists of Alberta, and is a member of both ASEE and IEEE.Prof. Laleh Behjat, University of

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

experiential understandings of the world 11 . Theknowledge integration perspective suggests that learners create understandings through a processof adding, sorting, evaluating, distinguishing, and refining ideas from their wide-rangingparticipation in life (i.e. classroom, culture, and routine engagements). An instructionalapproach using knowledge integration pinpoints essential processes that assist students toconnect related ideas to elaborate and develop their understandings. This perspective translatesinto an instructional approach that maps on very well to engineering design12, and forms thebasis for WISEngineering curriculum design, assessment, and subsequent revision.The KI framework can be used to examine the connections students make among

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Keith Willey, University of Technology Sydney; Anne P Gardner, University of Technology, Sydney

Tagged Topics

Invited - Curriculum Development

informal learning in professional practice, flipped learning, academic standards, and improving peer review. Keith is an Australian Learning and Teaching Council Fellow. He has received several awards including an Engineers Australia Engineering Excel- lence Award (Education and Training), the UTS Medal for Teaching and Research Integration and both the Australasian Association of Engineering Education (AaeE) Teaching Excellence and Research Design Awards. Keith has been a visiting scholar at universities in Australia, Europe, North America and Asia. His commitment to developing high quality teaching and learning practices is supported by his educa- tional research that has been published in numerous conference papers

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Olga V Shipulina, Simon Fraser University

Tagged Topics

Invited - Curriculum Development

water’s edge, another is located in the water (Figure 1). The optimalnavigation VE Task is to find the path between the platforms which would minimize time oftravel. The setting is programmed to record time and distance traveled by land for each tripbetween the platforms. This information is indicated on white banners, one of which is shown in(Figure 1). The SL allows utilizing both egocentric and allocentric view perspectives.After each trip the student must transfer the data from the banners (time and distance traveled byland) into a specially designed guiding–reflecting journal, which is an integral methodologicalpart of the research design

Conference Session

Online Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mihaela Vorvoreanu, Purdue University, West Lafayette; Geovon Andre Boisvenue, Purdue University; Francisco Javier Portela II; Anna Bao

Tagged Divisions

Computers in Education

Engineering Education, 2013 Integrating Online Identity Management Tools in a Complete Social Media Literacy Curriculum for Engineering and Technology StudentsThe management of one’s online identity - defined as the sum of information available about aperson online - is becoming very important for engineering and technology students entering acompetitive job market. In an age when employers review Google search results, LinkedIn andFacebook activity, in addition to the traditional resume1, students need to be able to craftprofessional online identities that represent their skills and personalities accurately while servingtheir career goals. However, with the abundance of social media accounts, online information,and the complexity of

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Scott Anthony Grenquist, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

” engineeringcourses throughout their entire engineering curriculum represents a new “authentic-learning”approach toward teaching engineering to students. Medical Schools and Law Schoolspredominantly use authentic learning, or experiential learning, techniques to teach our futuredoctors and lawyers.3 Engineering education has been slow to follow their lead in this regard,basing almost all instruction on lecture-based and laboratory-based teaching methodologies,rather than authentic learning methodologies. However, in the Spring semester of 2010, aneducational initiative was begun to determine the value of integrating semester-long, Project-Based Design Streams (PBDSs) into the entire electrical engineering curriculum. Due to theexceptional response by the

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

area of interest23 . A collective casestudy, which we propose, is to study a number of cases to inquire into potential variations ofseemingly similar phenomenon22 . Using a descriptive collective case-study methodology willallow the investigators to understand and examine the contexts in which parallel performancetasks are implemented in three distinct sites and four distinct course-type settings (Table 3).DesignIn order to maximize what can be learned and to provide an adequate number of cases for acollective case study, we used purposeful sampling at three levels: 1) institution/program, 2)level of course in the curriculum and 3) instructor/course-type. When conducting purposefulmulti-site sampling, it’s important to select sites that are

Conference Session

Integrating Art, Humanities, and Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

John J. Marshall PhD, University of Michigan

Tagged Divisions

Multidisciplinary Engineering

provided students with an integrative, hands-on learning experience. The course,SmartSurfaces operated as a “multidisciplinary, hands-on, think-tank” and enrolled students fromthe Stamps School of Art & Design (A&D); the Department of Materials Science andEngineering in the College of Engineering (MATSCIE); and the Taubman College ofArchitecture and Urban Planning (ARCH). The three-credit course was offered by each of theunits and was operated as a ‘meet-together’ model (i.e. it was listed in each unit’s offerings as aseparate course that met at the same location and time). The course was team-taught by threeprofessors (one from each unit). All three professors attended each class meeting - 6 hours; oneday a week; for a semester (this is