also written several journal articles in the area of phase change materials, nanofluids, spray cooling, condensation, and biofuel combustion. Page 24.1250.1 c American Society for Engineering Education, 2014 The Use of an Iterative Industry Project in a One Semester Capstone CourseAbstractCapstone projects provide students the opportunity to use the combined knowledge and skillsgained throughout their educational curriculum to address a relevant (frequently industrysponsored) problem. While capstone courses are often two semesters and allow studentssignificant time to design and advance a
communications skills and an increased interest in exploring academia as acareer option.Introduction The first year has been determined by many reports and studies to be the most criticaltime for a new student on any college campus. The first year lays the foundation for theundergraduate curriculum and determines whether the student will be successful in subsequentyears. Further, it has been proven that the characteristic traits modeled during the first year willcontinue to influence the student in the sophomore, junior, and senior years. These traits areseen not only in academics, but also in the professional, personal, and social development areas. A study of A&T’s Electrical Engineering and Computer Science programs revealed
Paper ID #46622Validating Future Engineering Competencies: An Innovation System Approachin Competency Modeling through Delphi MethodMr. Alexa Ray Ronsairo Fernando, National University, Philippines Alexa Ray R. Fernando is the Senior Research Management and Publication Director and an Associate Professor I at the College of Engineering, National University, Philippines. Previously, he served as Dean of the College of Engineering at the same institution. As a PhD candidate in Engineering Education at Universiti Teknologi Malaysia, his research focuses on competency modeling, curriculum development, competency-based learning
forengineering practice. Engineering graduates must also d) be able to function onmultidisciplinary teams, f) understand "professional and ethical responsibility", g) "communicateeffectively", i) "engage in life-long learning", j) have "a knowledge of contemporary issues", andh) have "the broad education necessary to understand the impact of engineering solutions in aglobal and societal context." The professional component of criterion 4 moreover, requires that "Students must beprepared for the engineering practice through the curriculum culminating in a major designexperience based on the knowledge and skills acquired in earlier coursework and incorporatingengineering standards and realistic constraints that include most of the following
select one ormore skills they knew at the time of response. These four questions were “What ___ skills doyou have experience in?” with the blank filled by one of four categories: “electronics”,“manufacturing”, “entrepreneurship”, and “design”. These questions had between 8 to 9 uniquecheckboxes as answers, where students could check one or more of the skills or tools listed, orthe checkbox designating “none”. All four checkbox questions for “What ... skills do you haveexperience in?” were displayed as double bar charts.Open-ended questions such as, “I would have liked to have been taught skills such as...” gavestudents an opportunity to provide feedback to help the instructor improve the curriculum for thefollowing year. The analysis of these
Visiting Assistant Professor at Purdue University Calumet. In August 1986 he joined the department of electrical and computer engineering at IUPUI where he is now professor and Associate Chair of the department. His research interests include solid state devices, applied superconducting, electromagnetics, VLSI design, and engineering education. He published more than 175 papers in these areas. He received plenty of grants and contracts from Government and industry. He is a senior member of IEEE and Professional Engineer registered in the State of Indiana c American Society for Engineering Education, 2016 New Modes of Instructions for Electrical Engineering Course Offered to Non
an ultra-long lifespan wireless sensor devices designed to form robust data networks in remote areas lacking infrastructure, and the development of of an electron-tunneling spectroscopy based microscope control system for molecular analysis. c American Society for Engineering Education, 2016 The Design of Product Families for Reconfigurable Manufacturing Systems: Undergraduate Research ExperienceAbstractThis paper describes the experiences of a team of undergraduate research students that wereassigned the task of designing a product family for a reconfigurable manufacturing system,RMS. This problem of designing a product family for a RMS required a different type ofthinking than that
) process engineering, and (4) CAD/CAM. Acollaborative curriculum writing process was undertaken, in which a core set of common course-level learning outcomes was developed, and an analysis was carried out to determine whichoutcomes contributed most to meeting institutional educational objectives. This resulted in acommon core of learning outcomes serving the needs of all participating institutions. This formsthe MILL Manufacturing Competency Model (MILL Model for short). The MILL Model wasimplemented at all four institutions4. The student outcomes and competencies addressed underthe MILL curricular model are shown in Table 1. Table 1: Curricular Competencies of the MILL Model. Manufacturing Processes
Graduating SeniorsThe Kolb Learning Style Inventory is widely available and may be administered by anyone. Fora modest fee, the Kolb Learning Style Inventory can be completed entirely online. Since it isspecifically designed for assessing learning preferences, the Kolb Learning Style Inventory canbe packaged with material that includes instructional and learning strategies for specific learningpreferences. The Kolb Learning Style Inventory is perhaps the most widely used inventorycurrently in use in educational research.Cognitive Development and ScaffoldingWhile some researchers focus on an adaptive curriculum based on a student’s learningpreference curve, others suggest that a curriculum focused on the developmental aspects ofstudent learning may
related to engineering design thinking and engineering education professional development.Brian Douglas CowburnTheresa Green Dr. Theresa Green is a postdoctoral researcher at Utah State University with a Ph.D. in Engineering Education from Utah State University. She holds a B.S. in Mechanical Engineering from Valparaiso University and an M.S. in Mechanical Engineering from Utah State University. Her research interests include K-12 STEM integration, curriculum development, and improving diversity and inclusion in engineering.Wade H Goodridge (Associate Professor)Kurt Henry Becker (Engineering Education Professor) Kurt Becker, Ph.D., Professor, Department of Engineering Education, College of Engineering, Utah State
Paper ID #31588Designing an Engineering Computer Instructional Laboratory: Working withthe PanopticonDr. Shehla Arif, University of Mount Union I am a thermal-fluids sciences educator. My doctoral and postdoctoral work is on experimental fluid dynamics of bubbles. My emphasis is interdisciplinary moving between mechanical engineering, geology, and biology. I acquired PhD from Northwestern University, IL and a post-doc at McGill University, Canada. I am passionate about integrating Engineering education with liberal arts studies. To that end, I am interested in embedding social justice and peace studies into engineering
education, there has been lack of measures toaddress the fundamental integrity of the online learning environment. This results in lack ofacceptance of online degrees by potential employers12. In addition, only a few faculty membersaccept the value and legitimacy of online education13. To address this issue on academic integrityin online education, the WCET developed, in 2009, a statement of best practice strategies topromote academic integrity in online education. The statement is organized into five discretesections: institutional context and commitment, curriculum and instruction, faculty support,student support, and assessment and evaluation14.The Council of Regional Accrediting Commissions has developed the interregional guidelinesfor the
. 5-12, 2008.[11] D. M. Prince, "Does Active Learning Work? A Review of the Research," Journal of Engineering Education, pp. 223-231, 2004.[12] American Society for Engineering Education, "Transforming Undergraduate Education in Engineering," American Society for Engineering Education, Arlington, VA, 2013.[13] R. Stephens and M. Richey, "Accelerating STEM Capacity: A Complex Adaptive System Perspective," Journal of Engineering Education, pp. 417-423, 2011.[14] J. C. Swearengen, S. Barnes, S. Coe, C. Reinhardt and K. Subramanian, "Globalization and the Undergraduate Manufacturing Engineering Curriculum," Journal of Engineering Education, pp. 255-261, 2002.[15] R. Todd, S. Magleby, C. D. Sorensen, B. R. Swan and D. K. Anthony
Paper ID #36520Culture and the development of a unique sub-system for theeducation of engineers for industry in the U.K.: A historicalstudy. Part 1. The culture.John Heywood (Professor Emeritus) John Heywood completed 60 years of membership with ASEE in June. His first paper to ERM was in 1973. He has some 190 authored and co-authored publications including 6 books on aspects of engineering education. His "Engineering Education. Research and Development in Curriculum and Instruction" received the best research publication award from the Division for the Professions of the American Educational research Association" . His
that will help to optimize the RASCL concept.II. BackgroundIn light of the requirements listed in section I. Introduction for a home-based prototyping toolkit,a search for suitable existing products was surprisingly unfruitful, affirming the educationalniche such a tool would fill. Information sources included the Internet, the publication databasefor the American Society of Engineering Education,[7] and the XPlore search facility[8] providedthrough the Institute of Electrical and Electronics Engineers. In addition to the innate desire forstudents to be able to design from home, the RASCL concept originated from (a) work alreadyunderway with the National Instruments ELVIS prototyping systems[9] in the KSU MedicalComponent Design Laboratory and
Session 2003-1190 NEW MASTER IN ARCHITECTURE AND DESIGN WITHIN THE AALBORG PROJECT BASED LEARNING MODEL Sven Hvid Nielsen, Associate professor Department of Production Aalborg University, Denmark e-mail: i9shn@iprod.auc.dkABSTRACT: Aalborg University’s thirty years of experience with project-organised andproblem-oriented studies has proved by continuous assessment to be an important innovationin higher education. The curriculum in engineering as well as in natural science is project-organised from the day the freshman arrives until graduation. In the design-oriented projectwork the students deal with some
educational pipeline, they are beingchallenged as never before with important issues such as global climate change, sustainability,and all things “green.” The US Environmental Protection Agency defines sustainability as“meeting the needs of the present without compromising the ability of future generations to meettheir own needs”. The implications of sustainability are far-reaching and pervasive. They affectall aspects of life including how we generate energy, provide clean drinking water and growfood, manufacture goods and provide services, heat and cool our homes, and get to work andschool each day1,2,3.With all of the attention given by policy makers and the media about the importance ofsustainable technologies, student enrollment in science
AC 2003-1257: CHIP CAMP: A HIGH SCHOOL OUTREACH PROGRAMElizabeth McCullough, Kansas State UniversityGary Goff,Marilyn Barger, Hillsborough Community College Page 8.295.1© American Society for Engineering Education, 2003 Session 3532 Tech 4’s Chip Camp, a Model for Program for High School Teachers Marilyn Barger, Gary Goff, Elizabeth McCullough Hillsborough Community CollegeIntroductionFor nearly 5 years the Tech 4 Educational Consortium, a unit of the Florida High Tech CorridorCouncil, has sponsored “Chip Camps” for high school
Page 8.566.4 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationevaluate the intended consequences of specifications from the customer and the unintendedconsequences of the particular solution, especially as they affect the public and society at large.Second, if technology is neutral, then the designers, manufacturers, and distributors of technologyhave little responsibility or accountability with regard to the technology they produce. Believingtechnology to be neutral makes one technological solution interchangeable with any other as longas they meet the design specifications.Third, claiming neutrality is a
economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (f) an understanding of professional and ethical responsibility (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal contextDue to factors such as globalization, climate change, and even issues of social justice, engineersmust learn to include and address considerations beyond the traditional engineering purview ofthe technical and economic. Ethics and the social/societal impacts of engineering, for example,rarely find much space (let alone integration) in a curriculum packed with technical topics [5].There are many possible ways to expand
. Page 11.1089.6 MECHANICAL ENGINEERING PRE-REQUISITE GUIDE (MANUFACTURING OPTION) FRESHMAN YEAR SOPHOMORE YEAR JUNIOR YEAR SENIOR YEAR ENG 101 ENG 102 HUMANITIES AND SOCIAL SCIENCES ME 370 English English Concurrent 1. ENG 203- World Literature I 4. HIS 101-World History I Comp. I (3) Comp. II (3
integrative profession education concurrent with engineering practice Define a framework of integrative professional graduate engineering education that combines advanced studies, experiential learning, self-directed learning, and innovation- based learning in a manner concurrent with on-going engineering practice in industry Early career development ─ Define framework for Level I ─ IV Engineer Leading to the professional Master of Engineering Level IV Engineer ─ Project Level Responsibility Mid career development ─ Define framework for Level IV ─ VI Engineer Leading to the professional Doctor of
lifestyle change can bedaunting.” “There needs to be an international experience, preferably one that is immersive.” “Competence in global communication tools.”Other comments from academia included:“It is crucial to integrate courses on the global economy or cross-cultural differences andforeign languages into the engineering curriculum and provide internships abroad related tothe students’ major courses.” “I believe that to reach the highest/deepest level of cross-cultural competence with a specificsecond culture it is essential to speak the host language at a conversational level.”Other comments from industry were: “[The importance of global competence] is highly dependent on the particular job. For someit may be a 2 and for others it may be a 5
considering the trade-offs between the various solutions. 3g.) Develop final specifications. 3h.) Communicate the results orally and in writing.Example: Design of a Coffee CupProblem / Need: How can I keep my coffee hot for a relatively long period of time (a)without spending a bundle of money on fancy stainless steel cups, (b) without hurting theenvironment by dumping paper or styrofoam cups every time I drink coffee, (c) with acup I can make at home, and (d) will last a lifetime? Page 7.1114.5Proceedings of the 2002 American Society for Engineering Education Annual Conference and 5Exposition, Copyright 2002, American Society for Engineering
gap in STEM fields [15][16]. A 2017 U.S.Department of Commerce report indicates in the last decade, women have consistently held lessthan 25% of the STEM jobs in the United States even though they make up almost 50% of theworkforce[17].Many schools and universities are now implementing various activities into their curriculum tohelp students become more comfortable with technical skill-building content, such as materialstesting, computer aided design (CAD), manufacturing processes, and the latest electronics orprogramming platforms. Several of these curricular models try to help build skills throughvisualization, including simulations and field trips to factories to help envision conceptsdiscussed in lecture [18][ 19].A more common way to
pass a high school assessment in algebra/data analysis inorder to graduate. Our Introducing Engineering Through Mathematics project, funded by theNational Science Foundation (EEC - 212101), introduces entry level algebra students to simpleyet valuable engineering problems and applications which can be solved using algebra.The development of the curriculum is a collaboration among UMBC faculty and students, localmiddle-school and high-school teachers, UMBC’s Center for Women and InformationTechnology and the Maryland State Department of Education. Many students fail to recognizethe importance of algebra in their lives when only exposed to simple applications of algebra (twotrains traveling in opposite directions, the eastbound train travels at
content, and 6. Fellowships created to help develop K-12 or informal education curriculum units based Page 10.608.1 on academic research. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationIn this paper we will compare these models of participation, analyzing the objectives and actualcomponents of the different experiences, as well as the different activities planned forimplementation into the classroom. Since CEISMC is located within the Georgia Tech Collegeof Sciences, most of the traditional
Paper ID #33093Student Perceptions of an Iterative or Parallel Prototyping StrategyDuring a Design CompetitionAlexander R. Murphy, Georgia Institute of Technology Alexander Murphy is a graduate candidate at the Georgia Institute of Technology pursuing a Ph.D. in mechanical engineering. He received a B.S. in mechanical engineering with a minor in creative writing from the University of South Florida in 2016. In the Spring of 2018, Alexander received an NSF GRFP fellowship in the area of STEM Education and Learning Research. In graduate school, his research has focused on functional modeling, mental model representations of
Page 13.751.16Table 2. University of Louisville Pre-College Curriculum (PCC)* All freshmen must have their pre-college curriculum (PCC) met. Pre-College Curriculum involves the successful completion of: Four credits of English/Language Arts English I, English II, English III, English IV (or AP English) Three credits of Mathematics Algebra I, Algebra II, Geometry Three credits of Science Credits to include life science, physical science, and earth/space science (at least one lab) Three credits of Social Studies From U.S. History, Economics, Government, World Geography and World Civilization 1/2 credit of Health 1/2 credit of Physical Education One credit of History and
Purdue Univesity. She is also a researcher in the INSPIRE Research Institute for Pre-College Engineering. Tikyna’s research interests include equitable and culturally relevant engineering education that includes the use of minority children’s identities to inform the development of engineering content and curriculums. Tikyna holds a B.S. and M.S. in Mechanical Engineering.Dr. Monica E Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering) Monica E. Cardella is the Director of the INSPIRE Research Institute for Pre-College Engineering and is an Associate Professor of Engineering Education at Purdue University.Prof. Carol A. Handwerker, Purdue University Carol Handwerker is the Reinhardt