Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas H. DeAgostino, Trine University, Innovation One; Vukica M. Jovanovic, Old Dominion University; M. Brian Thomas, Trine University

Tagged Divisions

College Industry Partnerships

demanding,continuous basis for the entire school year or semester. These job functions come with all theshortcomings and particular difficulties associated with those functions in the real world. Inorder to develop the interpersonal professional skills needed by industry, a methodologypresented in this paper is given which allows the student teams to evolve socially as departments,while supporting them with information such as Tuckman’s stages of group development,Myers-Briggs type indication, and recognition of the various personalities and issues arisingwhen working in a cross-functional, team based environment. The application of thismethodology and course set-up resulted in engineering graduates that were not surprised by thepotential

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

Paper ID #11446On the Role of Adjuncts in Engineering Education: Developing PracticalCourses and Solving Real World ProblemsDr. Waddah Akili, Iowa State University Waddah Akili has been in the academic arena for over 37 years. He has held academic positions at Drexel University, Philadelphia, Penna (66-69), at King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia (69-87), and at the University of Qatar, Doha, Qatar (87-00). Professor Akili’s major field is geotechnical engineering and materials. His research work & experience include: characterization of arid and semi arid soils, piled foundations

Conference Session

College-Industry Partnerships Division Technical Session I: Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University North Central; George Stefanek, Purdue University, North Central

Tagged Divisions

College Industry Partnerships

your understanding of the theoreticalcontents of the course that you completed? (Y / N)Question 10 of the student survey: “Would you like a course during the final semester of yourdegree program where an industry professional presents a complete real-world project on aweekly basis just as was presented in this class?” (Y / N)98% of the students surveyed indicated that the presenters did a good job of discussing anindustrial application, as reflected by positive responses to question 7 (see column 4 in Table 2)in the student survey (Appendix A). Question 7 of the student survey is shown below. Thisinformation is useful in that it demonstrates that it is practically possible to make effectivemodifications to the existing curriculum that expose

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

George Stefanek, Purdue University Northwest

Tagged Divisions

College Industry Partnerships

betweenthe Capstone course and client enhanced the students’ learning by relating the course material toa more complex real-world project which increased student motivation, performance, andproblem-solving skills. The cross-course collaboration increased student preparation ofprofessional skills required for working in industry. Finally, collaboration with an industrialclient on a real-world project provided students with marketable computing skills.Rover et al. (2014) present a case study on using an agile project management process in thedevelopment of an Android app for a client. The agile project management process used in theproject was found to be beneficial to student, mentors and the clients which led to greatersatisfaction and a higher

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

John C. Oliva, Hemlock Semiconductor Corporation

Tagged Divisions

College Industry Partnerships

ways that we were doing things. In addition tothe work experience that the faculty member would acquire through this co-op, providing themwith real-world accounts to take back to their classroom, we also offered a stipend intended tocover living expenses for the few months that we expected the position to last. We went aheadand posted the job, and circulated it through our local ASEE chapter. In the end, we had only asingle applicant, and that candidate’s background was a poor fit for the projects we were workingon. His areas of specialization and teaching / research interests were completely outside of anyof the type of work that we were involved with. The position went unfilled, and we did notattempt such a faculty co-op again.In hindsight

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan White Stewart, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sven Schmitz, Pennsylvania State University; Alexa Kottmeyer

Tagged Divisions

College Industry Partnerships

case studies. They were more inclined to be focused on the accuracyof their results because they were based in the real world. They particularly appreciated thepracticality and applicability of the case studies, the opportunity to hear from a real-world industrypartner, and the insight into industry jobs and how a project works from start to finish. In executionof the case studies, the biggest challenges were adapting the expectations of the students, balancingthe workload along with other course assessments, and encouraging the students to pace their work tooptimally interact with and engage with the industry partner. I. INTRODUCTION & BACKGROUNDProblem-Based Learning and Project-Based Learning have been

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Hoe, University of Texas, Tyler; Mukul Shirvaikar, University of Texas, Tyler

Tagged Divisions

College Industry Partnerships

     C340MX semiconductor tester (see Figure 1) along with a three-year grant to support thecurriculum development. The faculty and two graduate students are working closely in a teamwith SPEA’s application engineers to develop the required hardware (interface electronics andload board), test scripts, and laboratory material. In particular, the SPEA engineers have beenquite helpful in suggesting tests that reflect real world test scenarios. Figure 1. A student working on the SPEA semiconductor testerThe proposed approach is to integrate test engineering at all levels of the curriculum instead ofjust one senior-level class. In the lower level classes, the students will be introduced to simpletests. For example, in a freshman class that

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

the real-world application of their studies. However, there were negativeresponses in the replication study, whereas only positive responses are reported in the baseline.The negative reaction was targeted at the industry professional pre-selecting writing topics forthe course, but many students also deemed this a positive. On the plus side, students felt thathaving the industry professional provide a pick list of topics to write on created less stress onthem to find a topic and provide confidence that their research would have real-world relevance.On the negative side, at least one student objected to not being able to research their owninterest, indicating a misalignment between student areas of interest and the industryprofessional’s area

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Hooper Sanders, East Carolina University; Mark Angolia, East Carolina University

Tagged Divisions

College Industry Partnerships

real-world application of theory by the industry partners  develop and expose students to actual industry applications via case studies, lab assignments, homework assignments, applied examples, and course modules that are based on real-world applications  develop a better understanding of the core industrial needs for students seeking employment  develop research concepts  develop scholarly publications based on the projects  advertise degree programs and/or certification programs in the collegeAnother tangible student-oriented benefit from industry engagement is the employment andinternship opportunities that result for students. Although CITE or faculty members haven’t

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roy Pruett, Bluefield State College; Bruce V. Mutter, Bluefield State College

Tagged Divisions

College Industry Partnerships

state, and we are a regionalleader for PLC training.Encouraged by working closely with the ELET-IAC and equipment manufacturers, we havefound it beneficial to keep up with various local industries in other areas as well. Throughincreased associations with different companies, we have been able to supplement traditional andtext-based learning with applications labs that allow our students to experience real-world,hands-on experiences that they can see put to work during field trip visits locally. Such industrycontacts have also benefitted the entire SET by placing us in a favorable position to offer trainingto personnel within various companies.Due to our early adoption and establishment of PLC labs and training for their successfuloperation

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; Eric T. Gehrig, Target Training International, Ltd.; Ron Bonnstetter

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

Individuals Individuals Educational Paradigm Shift Figure 7: Flowchart to highlight the vision of inclusive education. The myriad of IoT applications in the world of education can be broadly divided into five categories[20],[21], [22],[6]: I.Accessibility: Educational programs made available to all II.Personalization: Education customized to suit individual learnersIII.Cost Reduction: Educational programs and materials at affordable pricesIV.Learning Management: Efficient, user-friendly delivery of program V.Security: Tamper-proof, intrusion-resistant information protection Figure 8 summarizes the many IoT- based strategies within these five areas that can enhance inclusivity in education. In the

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton Campus; Susan E Chappell, Penn State University

Tagged Divisions

College Industry Partnerships

in the areas discussed previously. Programming of this type wasfirst offered as a pilot for Information Sciences and Technology students in 2012-2013 at a sistercampus. The program introduced 20-25 students to alumni/industry experts and recruiters fromseveral local Fortune 500 firms. As a result of the real-world projects, industry lecture series andpanel discussions during the pilot study, 6 students (25%) received offers for and acceptedinternship and/or full-time positions with these organizations. We adapted this program to servethe engineering curriculum at Penn State Hazleton in 2013.This employer engagement model we employ is integrated with existing classroom activities andhelps to bridge the gap between the support services that

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudarsan Rangan, Texas A&M University; Malini Natarajarathinam, Texas A&M University

Tagged Divisions

College Industry Partnerships

various different disciplines. From the 43responses received, the top five student expectations from an internship experience (with thefrequency in parantheses) are as follows: 1. Get real world experience (30) 2. Acquire knowledge about the companyv(16) 3. See applications of what they learn in class (9) 4. Build new relationships (4) 5. Gain hands on training (3)It is very interesting to see that pay or location or nature of the job do not make the list. It is allabout students getting a taste for what they going to face in the real world when they graduatefrom college2. The survey results here show that the students do no nevessarily decide on anintership based on the wages; However, the students expect at least theur

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hosni I. Abu-Mulaweh, Purdue University, Fort Wayne; Nusaybah Abu-Mulaweh, Purdue University, West Lafayette

Tagged Divisions

College Industry Partnerships

2016/2017 academic year.IntroductionThe cost of constructing a prototype of a finished design is usually high. This is especially truewhen design projects deal with solving practical and real-world engineering design problems [1].For small undergraduate mechanical engineering programs, such as ours, resources are limited.Therefore, funding the construction of these high cost designs tends to cause problems andhinders the selection of good quality capstone senior design projects. This problem becomesmore pressing when the senior design projects are multidisciplinary which require higher budget.Multidisciplinary projects are needed in order comply with the Accreditation Board forEngineering and Technology (ABET) accreditation criteria [2], which

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deeksha Seth, Drexel University; John Joseph Carr Jr., New Jersey Academy for Aquatic Sciences; Angela D. Wenger, New Jersey Academy for Aquatic Sciences ; Lisa D. McNair, Virginia Tech; James Louis Tangorra, Drexel University

Tagged Divisions

College Industry Partnerships

capabilities of students tosolve practical problems similar to the real world problems. Similar to efforts made by others,this project also provides undergraduate engineering students at the Drexel University with acourse that exposes them to real world applications and customers. It must be kept in mind thatthe industries who have partnered with academia have expressed that they should be activelyinvolved in university’s activities5 for the benefit of both parties. Therefore, an iterative dialoguebetween the industry and LBSA and students at Drexel University is emphasized throughout theproject.The remainder of the paper is divided in four sections. The first section describes the universitycourse taught to undergraduate students in the Mechanical

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Iftekhar Ibne Basith, Sam Houston State University; Matt Albrecht, Quanta Services

Tagged Divisions

College Industry Partnerships

and industrial application examples & Project management handoutETCM 4330 Construction application related to Lecture material related to standard / real-worldConst. Mgmt. site prep, foundation, concrete, safety practices, etc.Procedures wood, and metal construction Addition of project documentation as methods, as well as cost estimation supplemental materials and procedures for biddingETEC 4369 Fundamental surveying methods, Addition of surveying company profile toSurveying/Utilities operations, procedures, and provide overview of potential careerProject equipment required for a

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

McKenzie Caroline Lawry, Lipscomb University

Tagged Divisions

College Industry Partnerships

apparatuses, though designed well, allow for experimentationor validation of a fundamental concept rather than a real-world application of the concept. The systemsprovided by Trane give our students a glimpse into what a thermal-fluids systems actually looks like andhow it is used in industry. The water source heat pump itself can be used to investigate topics from allthree fundamental mechanical engineering courses. For a fluid mechanics example, students caninvestigate the pressure change through the ducting system to better understand the effects of a dirty filter.Recently, a group of students in a senior course called Design of Thermal-Fluid Systems designed andtested this experiment. The results of their tests are shown in Figure 5. The

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Schmueser Ph.D., Clemson University; Johnell Brooks, Clemson University; Shayne Kelly McConomy, Clemson University; Pierluigi Pisu, Clemson University; Andrej Ivanco; Robert Gary Prucka, Clemson University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

Annual Meeting – College Industry Partnership Division Columbus, OH June 24-28, 2017AbstractThrough traditional education associated with engineering disciplines, students areexpected to become familiar with fundamental engineering design and principles througha series of engineering materials explanations, stages of assignments and class projects.The usual knowledge flow offered to engineering students is based on a step-by-stepprocess taught by faculty using text books. Design solutions to real world problems oftenrequire approaches that cannot be obtained from traditional text books, such as theformulation of meaningful ideas, setting realistic design requirements, learning to

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

College Industry Partnerships

US and abroad identifies communication as a key student learningoutcome: “(3) demonstrate an ability to communicate effectively with a range of audiences” [12].The call for creating authentic documents is well-received within the field of TechnicalCommunication, as well. Textbooks targeting future engineers and scientists emphasize the needfor exposure to and real-world application of common professional documents and reports,including: research briefs, Requests for Proposals (RFPs), proposals, and impactful presentations[13]-[14].The Technical Writing and Communications course described here emerged in 2015 as a resultof collaborations between a humanities instructor and the School of Engineering at The Citadel.Developed from a needs-based

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jen Symons, University of Portland; Kate Rohl, University of Portland

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

surveyed potential advantages of workingwith industry sponsors (Table 2). However, faculty had mixed opinions regarding advising asponsored project as an opportunity to stay current in the field (Q2). Each interviewee noted thestudents’ exposure to real-world problems, potential for working on something with real stakesand real impact, and opportunity to learn professionalism/communication skills as the mainbenefits of industry sponsored projects. They also noted that external projects create anaccountability for all students within the team that is hard to replicate with a student-proposed ora faculty-proposed project.Table 2: Survey responses related to potential benefits of externally sponsored capstone projects. Responses arereported as

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

James W. Jones, Ball State University

Tagged Divisions

College Industry Partnerships

board member participation in courses and laboratories,capstone courses, accreditation, student organizations, student competitive teams, and facultydevelopment. Through this examination of the program’s efforts, other engineering educatorswill be able to build upon their successes and avoid some of their difficulties while involvingtheir industry advisory board members in other ways.IntroductionEngineering programs from all disciplines rely on their industry advisory board (IAB) membersto help ground curricula in the current and future needs of the profession. This “real world”advice can be invaluable to balancing theory versus application in the classroom, help programsstay abreast of technological and other trending factors in the workplace

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Acree Guggemos, Colorado State University; Mostafa Khattab, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

engagementthroughout the program in order to increase the quality of education provided to the students. Ithighlights a cooperative partnership model between the academic program and the constructionindustry that goes beyond the limits of the traditional Industry Advisory Board of mostengineering and construction programs. The results have been impressive for the program, thestudents, and the industry. The program has been able to stabilize its funding, improve thequality of the education for the students, and make a difference in the lives of those in need in thecommunity. Students have received an excellent education with real-world applications not onlyon topics required by accreditation but in areas well beyond. Industry partners are hiring job-ready

Conference Session

Stimulating Broader Industrial Participation in Undergraduate Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Victoria C. P. Chen, University of Texas, Arlington; Stephen P. Mattingly, University of Texas, Arlington; K.J. Rogers, University of Texas, Arlington; Melanie L. Sattler, University of Texas, Arlington

Tagged Divisions

College Industry Partnerships

?• Being able to work in teams with experienced engineers• Being able to identify areas of improvement and take the initiative to start process improvement• Being able to understand what sustainability is, and how it impacts consumer products• Exposure to “real world” applications of coursework• Working with the engineers of other disciplines; saw how all the engineers work as a team. Page 25.1219.9• I got to work on a project that will help reduce water and energy. This will help me a lot in the future when I get to design my own projects. This internship also helped me gain experience in the

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

College Industry Partnerships

take at least one developmental mathcourse. Therefore, the developmental classes were targeted with relevant and novelcontent to help students understand the math applications using real data that is relevantto society and sustainability. Teaching developmental mathematics differs substantiallyfrom simply teaching mathematics. Developmental instruction addresses not only theremediation of the subject-specific deficiencies but motivational and learning deficienciesas well. In order to understand mathematics, students need much more than proceduralfluency. Contextualization is one way to improve outcomes for academicallyunderprepared college students. This method is grounded in a conceptual frameworkrelating to the transfer of skill and student

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

College Industry Partnerships

benefits for allinvolved. Industry can benefit by gaining access to university facilities and its human resources,and by receiving the services and products that faculty and staff generate. In turn, jointcollaboration can provide the College with additional revenue and access to industrial equipmentand setups not available on campus. Successful ventures also help overcome the complaintsabout engineering education: lack of hands-on experience, not enough teamwork, and textbookproblems rather than real-world applications. Students’ involvement in such collaborative effortscan boost their self-confidence and help in improving their communication skills. Jointundertakings could provide professional development to faculty members as well- by

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado Boulder/Denver

Tagged Divisions

College Industry Partnerships

practice throughhomework, lecture slides, and other course materials.The study was designed to provide a foundation for a new initiative being launched in Spring2019. That initiative is part of a multi-year effort in the Department of Mechanical Engineeringthat was established with the goal of bringing students, alumni, industry, and the curriculumcloser together. Translated into the language of ANT, the goal is to identify and expand on pointsof intersection between the academic experience of studying to become an engineer and thereal-world experience of being an engineer. Current efforts include both curricular andco-curricular components, but have so far been largely focused on both a specific cluster ofclasses and real-time interactions

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Melanie Bastiaan, Kettering University; Diane L. Peters, Kettering University; Juan R. Pimentel, Kettering University; Mehrdad Zadeh, Kettering University

Tagged Divisions

College Industry Partnerships

, Communication networks, wireless industrial networks and protocols, Process monitoring and control, process safety, sensors and instrumentation, and information management. As a 1980 graduate of the University of Virginia, his accomplishments include the co-development of the application layer for Profibus (with Siemens), and the development of FlexCAN, a CAN-based safety-critical architecture. He has performed research at well known institutions around the world such as the Franuhofer Institute at Karlsruhe-Germany, INRIA at Nancy-France, University of Padova in Italy, Universidad Polictecnica de Madrid in Spain, Universidad Carlos III de Madrid in Spain, Universidad de los Andes, Bogota-Colombia, and UTEC, Lima, Peru. In

Conference Session

CIP Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Geoffrey L Price, University of Tulsa; Geoffrey D. Silcox, University of Utah; Michael Newton, University of Utah, Chemical Engineering Department; Terry L Phipps

Tagged Divisions

College Industry Partnerships

teaching real-world engineering applications in design and construction, proceedings of the 2009 American Society for Engineering Education Annual Conference & Exposition, paper AC 2009-304.6. W. Akili, Integrating practical experience in a geotechnical/foundation engineering class: The role of the adjunct faculty, proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, pp. 8423-8436.7. P. Dunn, Creating industrial partnerships with construction-management technology programs, proceedings of the 2009 American Society for Engineering Education Annual Conference & Exposition, paper AC 2009- 1114.8. K. McManus, The effects of integration of industry faculty

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University; Charles J Lesko Jr., East Carolina University

Tagged Divisions

College Industry Partnerships

time, educational institutions are facing deep budget reductions andreduced levels of support from both State and Federal governments. Additionally, employers aredemanding that graduates from a university program have more real-world integrated experience.Feedback gathered from academic program advisory boards and findings from literature reviewson university and industry partnerships indicate that increasingly, there is a growing gap oftechnology knowledge between industry and academia. One such view is that universities tendto stop at the introductory or theoretical levels of technical education, giving students solidacademic knowledge, but not the practical world-of-work skills that industry demands. Thispaper will present in detail how a

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2011 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

College Industry Partnerships

use his or her knowledge learned from other sources to solve a problem or complete a project in the community. The application of previous knowledge (or skills) are not stressed [in college] and is a necessary need for most employment opportunities. b. Many recent graduates from college are not properly prepared to solve real problem that are complex and where the problem approaches are not defined for them. Therefore, this class should be and is a real learning opportunity for many students. c. By completing the EPICS class, the student is able to obtain free advice on their problem solving skill levels. They also can gain valuable feedback from industry advisors before they enter the