Paper ID #37919Work in Progress: Sustained Implementation of FEA in anUndergraduate Solid Mechanics CurriculumReihaneh Jamshidi (Assistant Professor) Reihaneh Jamshidi is an Assistant Professor of Mechanical Engineering at the University of Hartford. She has received her Ph.D. in Mechanical Engineering from Iowa State University in 2018. Her primary research interests are the development and analysis of soft materials, and structure-property relation in soft materials. © American Society for Engineering Education, 2022 Powered by www.slayte.com Work
teaching project management with PMI providing various certifications.All the current teaching curriculum is mostly focused on PM technology developed somedecades ago with new tools helping to automate them. The advent of Artificial Intelligence (AI)and its use in PM provide new opportunities for prediction and better results. This paper willinvestigate and demonstrate the adaptability of AI for PM, and how the teaching curriculum canbe changed to help introduce the AI for better project performance. PMI, from a professionalperspective, is also beginning to discuss the use of AI.This paper will cover two current teaching methods followed by details of AI for PM and itsteaching. First, we discuss a common teaching method that uses an engineering
considering ethics in science and engineering. As women are still underrepresented in STEM careers, providing opportunities for girls to engage in this type of interdisciplinary learning is crucial to helping girls develop skills they can use, and maintain interest, in future STEM careers. Future Plans Following the second implementation, the curriculum was revised to improve the unit. The next step is to make the unit available for broad dissemination to precollege science and engineering educators through publication on websites, presentations at educational conferences, and other professional development workshops. The goal of the dissemination is to help K12 teachers incorporate neural engineering design into their science instruction to
time as “EC2000”.The change constituted a shift fromcounting input credits to focusing on the definition of student outcomes and development ofstrategies for assessing whether students were achieving these outcomes. These new and lessprescriptive assessment criteria meant that there was a potential for programs to become moredivergent in their approach to the curriculum, though they remain bounded by program-specificcriteria. The curriculum must provide a thorough grounding in the basic sciences including chemistry, physics, and/or biology, with some content at an advanced level, as appropriate to the objectives of the program. The curriculum must include the engineering application of these basic sciences to the design
AC 2008-322: ENHANCING THE UNDERGRADUATE CHEMICALENGINEERING CURRICULUM WITH AN INDUSTRIAL PROCESS SAFETYAPPROACHBruce Vaughen, Rose-Hulman Institute of Technology Visiting Assistant Professor Chemical Engineering Department Rose-Hulman Institute of Technology, CM55 Terre Haute, IN 47803 812.877.8813 Page 13.556.1© American Society for Engineering Education, 2008 Enhancing the Under gr aduate Chemical Engineer ing Cur r iculum with an Industr ial Pr ocess Safety Appr oachAbstractThis paper summarizes the industrial process risk analysis approach that was used to enhance achemical engineering unit operations
present an outline of thecurriculum. Following the curriculum we present an example of the teaching techniquesand sequencing we are using. Finally we summarize our thinking and discuss openissues.Fundamental Networking ConceptsIn an area that is evolving as rapidly as networking, the simple teaching of facts isinadequate. Our goal must be to create a framework so that the students can integratenew technologies and concepts as they develop. Thus, the main desired outcome from acourse in computer networking is to build a supplantive structure of the fundamentalnetworking concepts that can be used to support generative learning 3 of the instances ofthese concepts. Our instructional approach explicitly emphasizes a foundation in thefundamental
thank our colleagues who helped disseminate the call forparticipation in the survey. Finally, we thank the professional societies that sponsored thisproject and provided helpful resources.8. References 1. ACM/IEEE-CS Joint Task Force on Computing Curricula, Software Engineering 2004: Curriculum Guidelinesfor Undergraduate Degree Programs in Software Engineering, August 2004.http://www.acm.org/education/curricula.html2. IEEE Computer Society Certified Software Development Associate (CSDA) and Certified Software DevelopmentProfessional (CSDP), http://www.computer.org/portal/web/certification3. Ensemble Computing Portal, http://www.computingportal.org/se2004rtf4. Ardis and P. Henderson, Software Engineering Education (SEEd): Guidelines for
Dean of the College of Basic and AppliedSciences, the Public Relations, the Development Office, and the Foundation, at MTSUwere involved in the project in different capacities. Curriculum Integration Curriculum integration of our courses with the solar car project is one of therequirements of Sunrayce. This would not only help students get credit for their work onthe solar car but also promotes team work. In this project, the students get a uniqueopportunity to design, fabricate and test a complete system during their stay in school.the author identified several problems related to the car project with our EngineeringTechnology and Industrial Studies courses. A majority of the team members were
pipeline hazards.4 Concluding Self-Assessment and Fundamental Evaluation of the TPK MethodThe evaluation of the effectiveness of single cycle datapath and pipelined datapath in computerarchitecture curriculum comprised a range of milestone assignments, technical reports, andactivities. To gauge students’ familiarity with single cycle datapath and pipelined datapath, acomprehensive assessment and interview approach were employed both before and after themultiple practice exercises. Throughout the on-going assignments, feedback and suggestionsfrom students were actively sought after each milestone to gain valuable insights into theirexperiences and lessons in designing, developing, and building single cycle datapath andpipelined datapath.These
“Relating the Increasing Scarcity of Mineral-Based Materials to the Materials ScienceCurriculum"James D. McGuffin-CawleyDepartment of Materials Science and EngineeringCase Western Reserve UniversityCleveland OH 44106-7204Abstract: A new course was developed and offering as a senior technical elective orbeginning graduate course with the title" Strategic Metals and Materials for the 21stCentury" with the stated objective of creating an understanding of the role of mineral-based materials in the modern economy focusing on how such knowledge can and shouldbe used in making strategic choices in an engineering context. The success at garneringstudent attention will be discussed. A novel aspect of this course is the use of currentliterature
“Relating the Increasing Scarcity of Mineral-Based Materials to the Materials ScienceCurriculum"James D. McGuffin-CawleyDepartment of Materials Science and EngineeringCase Western Reserve UniversityCleveland OH 44106-7204Abstract: A new course was developed and offering as a senior technical elective orbeginning graduate course with the title" Strategic Metals and Materials for the 21stCentury" with the stated objective of creating an understanding of the role of mineral-based materials in the modern economy focusing on how such knowledge can and shouldbe used in making strategic choices in an engineering context. The success at garneringstudent attention will be discussed. A novel aspect of this course is the use of currentliterature
the unique academic andprofessional demands of distinct engineering disciplines.Historical Context and Literature InsightsThe development of Construction Engineering as a distinct field highlights the growingcomplexity of the industry. Historically, Construction Management programs receivedaccreditation from the American Council for Construction Education (ACCE), whereasConstruction Engineering programs were overseen by ABET. However, in 2014, ABETexpanded its accreditation to include Construction Management programs, recognizing theincreasingly overlapping nature of these fields. This change emphasized the necessity for unifiedcurricula to harmonize educational standards across construction-related disciplines [2].However, beyond curriculum
curriculumAbstractComplete Research Paper: Engineering programs nationwide have redesigned their first-yearengineering curriculum to improve retention rate and to foster students’ success. WentworthInstitute of Technology has revised the first-year engineering curricula, for 8 engineeringprograms, in 2021. This paper presents the designing process of a first-year laboratory course inelectrical and computer engineering that was offered for the first time in Fall 2022 as part of theredesigned first-year engineering curriculum. The course aims at providing engaging, active, andhands-on academic experience and at exposing first-year students to their chosen engineeringdiscipline to enhance first year students’ performance and motivation to continue in anengineering
) education. Afterpilot classes were developed, in 1998 the FC curriculum was implemented college-wide. In2003, the university adopted a track system with the FYE foundational courses separated intothree tracks: Track A (aerospace, agricultural, biomedical, civil, industrial, mechanical, andnuclear engineering), Track B (computer and electrical engineering), and Track C (chemical andpetroleum engineering). Track A was primarily project-based and used Mindstorms, Legos,magnetic balls, and beams to build structures. Track B focused on circuit design and computerprogramming. Only Track C maintained the FC curriculum until 2013. The target population ofthis study is first-time-in-college (FTIC) chemical or petroleum engineering students who startedin
and development of strategies to use in the classroom. His teaching philosophy includes building a strong learning community within each class and the use of high-impact practices to engage and challenge his students. c American Society for Engineering Education, 2019 Improving Student Writing Outcomes Through Dynamic Feedback, Design Oriented Projects and Curriculum ModificationAbstractTechnical writing is an important skill for engineers that is often cited by employers as aweakness among college graduates entering professional practice. Students are often admitted toengineering programs based on capacity for learning STEM topics and with less regard forreading and writing ability
Multisim and Mathsoft Mathcad into a Digital Communication Technology Curriculum XXX NAME HERE XXX XXX PROGRAM NAME HERE XXX XXX DEPT. NAME HERE XXX XXX UNIVERSITY NAME HERE XXX XXX CITY STATE POSTAL HERE XXXAbstractTechnology program texts that seek to teach digital communication fundamentals follow basicdevelopments that can be modeled in laboratory classes using computer-based electronicslaboratory simulators and computer-based symbolic mathematics systems. For technologyprograms, this is particularly important as the laboratory work reinforces foundational datacommunication
environment. This limitation is being addressed in the nextphase of this research study. Second, the product variable measures of learning outcomes in thisstudy are all based on students’ perception (e.g., perceived ease of use toward learningenvironment). Any objective measures of performance (pre and post-test or a hands-on exercise)to test the students understanding of the design process would be a good addition to the study.Third, a longitudinal study implementing games in a curriculum would reveal some interestingresults about the feasibility of games being a supplement to traditional lecture methodologies.AcknowledgmentsWe thank our industrial partners, Toolwire Inc. for working with us in providing the necessarytechnical help in developing
Session 3461 An Evaluation of Humanities and Social Science Requirements in an Undergraduate Engineering Curriculum Ken Van Treuren and Steve Eisenbarth Baylor UniversityAbstractEngineering design is a structured, creative process, where engineers strive to develop solutionsto perceived problems or needs by the application of theoretical and practical knowledge. Thedesign process is a quest for technological objects, wherein the solution to the posed problem isintrinsic or inherent in the resultant object. However, the design solution [object] must exist in areal
curriculum (ITC in Engineering) Goal Operational DescriptionFigure 3.0: Initial ITC Process ModelThe operational description provides the foundation for the functional and physical processarchitectures, which are discussed below.Functional ArchitectureThe first step in developing the functional architecture of a system is to develop its functionaldecomposition (the subfunctions and tasks).15, 16 The main function of the UTC ITC process isas given in the operational description. The first level subfunctions, provided as verb-nounphrases, include: • Teach oral communications • Teach written communications • Graduate
updating of the construction engineering curriculum is a fundamental functionthat requires the university to collaborate with industry practitioners5.Some take a more negative view of industry’s influence on education. In her book University,Inc. Jennifer Washburn describes repeated instances where influence from industry (andcorporate contributions) is suspected as the cause of questionable decisions by universities oreven manipulated research results6. Although many of her allegations are circumstantial, shedoes make a substantial case that money influences what is taught in many situations. In a recentexample, IBM helped to develop curriculum and awarded grants to North Carolina StateUniversity with the goal of providing students a better
engineering useto cope with situational hidden curriculum?” ASEE Virtual Annual Conference, 2021.https://peer.asee.org/38051.[2] I. Villanueva, M. Di Stefano, L. Gelles, K. Youmans, & A. Hunt, “Development andassessment of a vignette survey instrument to identify responses due to hidden curriculum amongengineering students and faculty,” International Journal of Engineering Education, 36(5), 1–21,2020.[3] C. Funk and K. Parker, “Diversity in the stem workforce varies widely across jobs,” PewResearch Center's Social & Demographic Trends Project, 31-Dec-2019. [Online]. Available:https://www.pewresearch.org/social-trends/2018/01/09/diversity-in-the-stem-workforce-varies-widely-across-jobs/. [Accessed: 01-Feb-2022].[4] D. Solórzano &T. Yosso
interest is in civil engineering curriculum development that enhances student engagement and inclusion. One of the first to develop and teach an introductory course on Geomatics in 1993 at Georgia Tech. A similar course is now required in numerous CE curriculums including Clemson’s.Mr. Matthew Ryan Stanley, Clemson University Hello! My name is Matthew Stanley and I am a graduate student in the Clemson University Glenn Department of Civil Engineering. I am pursuing a master’s degree in transportation systems, and plan to pursue a career in surveying engineering or roadway design. I am a graduate teacher’s assistant for the Geomatics course offered at Clemson University. American
Session 1230A Course in Statistical Analysis for Engineers in an Integrated Engineering Curriculum John Kinney Rose-Hulman Institute of Technology Rose-Hulman Institute of Technology is one of a number of institutions comprising theFoundation Coalition which is funded by the National Science Foundation. The Coalitionseeks to create model programs in engineering for national use which are tested at theCoalition institutions. With a freshman integrated program in place, a team at Rose-Hulman created asophomore program in engineering during the summer of 1995. The philosophy of
Paper ID #32129Best 2019 PIC V Paper : Mapping and Strengthening Curriculum-BasedIndustry/Academia IntersectionsDr. Katherine McConnell, University of Colorado Boulder Katherine McConnell is a Senior Professional Development Advisor in the Department of Mechanical Engineering at the University of Colorado Boulder. c American Society for Engineering Education, 2020 Paper ID #25126Mapping & Strengthening Curriculum-Based Industry/Academia Intersec-tionsKatherine McConnell, University of Colorado Boulder/Denver
course at the time of pilot development, and thestudent feedback provided by the pilot program participants. Now in its third year of full-scaleimplementation, the course has undergone some modification from its original design.Additionally, exploration has begun within the department in order to incorporate additionalelements of the mechanical engineering curriculum into the course in a more comprehensivespiral approach.The key challenges for this course are that it is a required course for all students in the major in avery large department, and that it is a hands-on course in which all students are required tocomplete every aspect of the machining, assembly, and programming of a compressed air motorindividually. The course was designed
that develops student competencies in applying both technical and non-technical skills in solving problems. 7. Development of student competency in the discipline. 8. When used to satisfy degree requirements, credits based upon cooperative/internships or similar experiences must include an appropriate academic component evaluated by a member of the program faculty. 9. An advisory committee with representation from organizations being served by the program graduates must periodically review the program’s educational objectives and curriculum. The advisory committee must provide advisement on current and future
Session 2632 Experiences in the Integration of Digital Signal and Image Processing Research into the Undergraduate Electrical Engineering Curriculum* Richard R. Schultz University of North Dakota rschultz@nyquist.ee.und.nodak.edu Abstract Through the integration of research into the undergraduate electrical and computer engineeringcurriculum, students are invited to think abstractly and to stimulate their innate creativity. This paperdiscusses some of the successes and challenges
environ- mental performance and the development of wisdom in the workplace.Dr. Donald Plumlee, Boise State UniversityDr. Linda HuglinAmy Chegash, Boise State University Page 23.1166.1 c American Society for Engineering Education, 2013 The Arrows in Our Backs: Lessons Learned Trying to Change the Engineering Curriculum Engineering Education Research to Practice (E2R2P): NSF Grant 1037808This material is based upon work supported by the National Science Foundation under Innovationsin Engineering Education, Curriculum, and Infrastructure (IEECI
Paper ID #37102Comparison of Four Flipped Classroom Implementations in aCivil Engineering Curriculum during the COVID-19PandemicKevin Francis Mcmullen Kevin McMullen is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, NY. He received his B.S. and Ph.D. in Civil Engineering from the University of Connecticut. His research interest areas include bridge engineering, protective structures, and engineering education.David Carlson (Instructor) Major David Carlson is an assistant professor of Civil Engineering in the Department of Civil and
Feb 2015. 13. http://www.jamesdysonfoundation.com/educators/2nd-6th-grade/. Site visited 1 Feb 2015. 14. Parry, E., “Making Elementary Engineering Work: Partnerships and Practice – North Carolina State,” Proceedings ASEE Annual Conference, 2011. 15. Wiebe, E., Faber, M., Corn, J., Collins, T., Unfried, A., Townsend, L. “A Large-scale Survey of K-12 Students about STEM: Implications for Engineering Curriculum Development and Outreach Efforts (Research to Practice),” Proceedings ASEE Annual Conference, 2013 16. Nadelson, L., Callahan, J. “Where do We Go from Here? Conversations with K-6 Principals Following three Years of Engineering Education Professional Development for Their Faculty