Conference Session

Mechatronics in the Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yunfeng Wang, College of New Jersey; Christopher Ault, College of New Jersey; Teresa Marrin Nakra, College of New Jersey; Andrea Salgian, College of New Jersey; Meredith K. Stone, Independent Evaluator

Tagged Divisions

Mechanical Engineering

authors). Throughout the semester we worked with an independentevaluator to develop and administer student surveys and interviews. Students were asked to keepa reflection journal. The detailed information on course model and implementation are describedin our paper published in the 2010 ASEE Annual Conference and Exposition11. A few highlightson course structure and enrollments are listed as follows:Course ObjectivesEnrolled students have different backgrounds, concentrations and goals. We establishedindividual course objectives for each major based on their disciplinary background, as well ascommon course objectives for all students.AssignmentsThere are graded individual homework assignments and graded teamwork assignments. Thegraded individual

Conference Session

Innovations in the IE Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Denise H. Bauer, University of Idaho, Moscow; Jessica L. Heier Stamm, Kansas State University; Lesley Strawderman, Mississippi State University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

how to effectively deliver andmanage these courses. According to Farr et al.3, a successful capstone design course is one inwhich students utilize a variety of analytical tools, function in a team-based environment, solve areal-world problem, work to close any non-technical competency gaps, and follow a total designprocess. Many of these essential course features are echoed by Beyerlein et al.,1 includingfocusing on not only the solutions students develop through a capstone design course, but alsohow each student develops individually. To this end, it becomes important to structure coursesthat support not only program curriculum and educational objectives,5 but also the professionaldevelopment needs for each student.1One of the primary ways

Conference Session

ET Curriculum & Design Issues

Collection

2005 Annual Conference

Authors

William Blanton

courses in calculus and vector analysis and at least one calculusbased engineering physics course in electromagnetic principles. In contrast, EM concepts areincorporated in specific application areas of EM such as transmission lines, antennas, and/or RFelectronics. The only EM preparation for EET students is basic calculus and an introductoryphysics course in basic electric and magnetic fields theory (often algebra based).MandatesWhether an engineering curriculum or an ET curriculum, increasing amounts of knowledge andnew technology developments are pushing back subjects like EM in the curricula.4 Likewise,regulatory environment (state, institutional, and accrediting agencies) put stresses on thecurricula.In order to reduce the State’s portion of

Conference Session

New Approaches in Engineering Curriculum

Collection

2002 Annual Conference

Authors

David Wood; David Shallcross

accepted that for professional engineering education a taughtcourse of four years is considered appropriate. Occasionally there is a call for a fifth year to beintroduced because it is recognised that new developments cannot be fitted into the standardcurriculum. In many countries governments are responsible for a major share of the cost ofuniversity education and hence there is strong government resistance for increasing the courseduration.An examination of typical engineering undergraduate courses in a number of countries suggeststhat the formal workload as described by the number of “contact hours” is excessive, particularlywhen compared to other undergraduate degree programs. Engineering academics are the first tosay that a large number of

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University

Tagged Divisions

Chemical Engineering

speaking a program cannot be expectedto assess directly the performance of graduates with respect to these objectives, at leastnot in a comprehensive way. Consequently, programs are expected to define and assessmeasurable “outcomes” which fit within the undergraduate curriculum, and which ensure,to the best degree possible, that graduates will meet the program objectives.A variety of assessment instruments are in common use and merits and shortcomings ofeach have been discussed in the open literature. For example, surveys and exit interviewsare commonly used, but are subjective, rely on self-assessments and may oversimplifythe questions under examination. This paper focuses on tools for direct measurement ofstudent performance through objective

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

Tagged Divisions

Educational Research and Methods

too far from practice. TheCDIO initiative meets this challenge by educating students with practice of ‘Conceive-Design-Implement- Operate (CDIO)’ on complex, value-added engineering products,processes, and systems in a modern, team-based environment [9]. TABLE III captures all thetwelve standards of CDIO and features of the standards. TABLE III: Key themes from Twelve Standards of CDIO Curriculum # Standard Themes considered for OBE and PSBL 1 CDIO as Context Adoption of the principle that product, process, and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education 2

Conference Session

Curriculum Issues in Graphics

Collection

2003 Annual Conference

Authors

Eric Wiebe; Theodore Branoff; Nathan Hartman

and fixproblems with 3D geometry, use powerful knowledge-based systems to design complexassemblies, and be flexible enough to do design and development work 4.II. ActivitiesMany activities can be developed that allow students to realize the full power of constraint-based Page 8.726.1CAD software. Educators should resist the temptation to only focus on having students create Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Copyright 2003, American Society for Engineering Educationstatic models of parts in order to extract multiview drawings. Concentrating only

Conference Session

Mechanical Engineering Technology Curriculum Innovations.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Edwards, Pennsylvania State University, Erie; Tim Demetrio; David H Johnson, Pennsylvania State University, Erie

Tagged Divisions

Engineering Technology

boundary conditions. Readily available saline solutionis used as the electrolyte. In order to simplify the plotting, and to reduce the over cost amodified common pencil is used as the probe, and the plot is made directly on a sheet ofpaper at the bottom of the container. Boundary conditions are simulated using up to 5volts DC.This paper describes the development of these devices and the test results. Results havebeen compared to finite difference plots and to ANSYS plots to verify that the tanks areworking as intended, and these results are included in the paper. The simple tanks yieldresults very close to the analytical methods. Also included in the paper is a brief historyof electrolytic plotting tanks, the relevant theory and a description of a

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karyn L. Biasca, University of Wisconsin, Stevens Point; Steve Hill, University of Wisconsin, Stevens Point

Tagged Divisions

Chemical Engineering

the reports, saying that they containedproprietary information. At the time, faculty decided to share the rubric used to evaluate studentpapers with mill supervisors so that they would have a standard by which they could rate papers,as well as an evaluation form to provide feedback on student work in the mill.In 2010, we developed a new approach to assessing these internships. Taking advantage of thecapabilities of the online course management system Desire2Learn®, students now respond to 16questions about their internship work while they are in the mills. These responses help studentsto remember activities performed during the entire internship. When they return to campus,students provide two pieces of work to satisfy academic requirements

Conference Session

Design in the ECE Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Randal Abler, Georgia Tech; James Krogmeier, Purdue University; Aaron Ault, Purdue University; Julia Melkers, Georgia Institute of Technology; Tamara Clegg, Georgia Institute of Technology; Edward Coyle, Georgia Institute of Technology

Tagged Divisions

Electrical and Computer

Holmdel and Whippany, NJ. In this capacity he worked on development tools for digital signal processors and on ISDN interfaces for local loop applications. During 1990 he was an NSF-NATO Postdoctoral Fellow at the ENST in Paris, France. In August of 1990 he joined the faculty of Purdue University where he is currently Associate Professor of Electrical and Computer Engineering. Professor Krogmeier's research interests include the application of signal processing in wireless communications, adaptive filtering, channel equalization, synchronization, and intelligent transportation systems.Aaron Ault, Purdue University Aaron Ault received a Bachelor of Science in Computer Engineering in 2003 and a

Conference Session

Design in the ECE Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Bruce Dunne, Grand Valley State University; Chirag Parikh, Grand Valley State University; Andrew Sterian, Grand Valley State University

Tagged Divisions

Electrical and Computer

development positions in industry. From 1991 to 2002, he was a Staff Engineer with Tellabs, Naperville, IL. Additionally, in 1991, he was with AT&T Bell Telephone Laboratories, Naperville; from 1988 to 1991, he was with R. R. Donnelley & Sons, Lisle, IL; and from 1985 to 1986, he was with Zenith Electronics, Glenview, IL. His interests include adaptive filtering, speech enhancement, wireless and wireline communications, and engineering education. Dr. Dunne is a member of the IEEE, Eta Kappa Nu and ASEE. Chirag Parikh, Grand Valley State University Chirag Parikh is an Assistant Professor of Electrical and Computer Engineering at Grand Valley State University, Grand Rapids, Michigan. He

Conference Session

SE Curriculum and Course Management

Collection

2009 Annual Conference & Exposition

Authors

Zulfa Zakaria, IIUM

Tagged Divisions

Software Engineering Constituent Committee

. Page 14.112.1© American Society for Engineering Education, 2009 A State-of-Practice on Teaching Software Verification and ValidationAbstractSoftware testing is an essential activity in the software development process. Moreover, it coversa large part of the development costs involved. And, as the software tester is a key player in thetesting activities that occur throughout the software lifecycle, the efficacy of such testingdepends very much on his or her experience, efficiency, skills, and intuition. Given thisimportance of software testing, educators face a significant challenge when teaching andequipping students with the testing methodologies, skills, and knowledge that are in line withindustry needs. The aim of this paper is to

Conference Session

Software Engineering Curriculum Support

Collection

2006 Annual Conference & Exposition

Authors

James McDonald, Monmouth University

Tagged Divisions

Software Engineering Constituent Committee

evaluated (c) An educational program, including a curriculum that prepares students to attain program outcomes and that fosters accomplishments of graduates that are consistent with these objectives (d) A process of ongoing evaluation of the extent to which these objectives are attained, the result of which shall be used to develop and improve program outcomes so that graduates are better prepared to attain the objectives.”It has been the author’s experience during the past several years as an ABET programevaluator that most programs seeking initial accreditation do not have a great deal ofdifficulty in satisfying parts (a), (b) and (c) of this criterion. However, almost all havedifficulty in meeting part (d). For

Conference Session

Systems Engineering Curriculum and Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Regina Ruby Clewlow, Massachusetts Institute of Technology; Afreen Siddiqi, Massachusetts Institute of Technology; Joseph M. Sussman, Massachusetts Institute of Technology

Tagged Divisions

Engineering Management, Industrial Engineering, Systems Engineering

were introduced during the courselectures and class-wide assignments.This paper provides an overview of the introductory “engineering systems” undergraduatecourse, the motivation for initiating the course, and key lessons learned. We describe themodeling and analytical methods core to the course curriculum, as well as a detailed overview ofsemester-long projects. Finally, we present an analysis of student expectations and learningoutcomes for the pilot version of this course. By integrating systems thinking and critical,contemporary issues into first- and second-year curricula, this course aims to improve theretention of the next generation of engineers, while developing a broader set of skills that willenable them to address the complex

Conference Session

Statistics in the CHE Curriculum

Collection

2003 Annual Conference

Authors

Valerie Young

problems (using Matlab). Most students are concurrently enrolled in heat transferand the second quarter of thermodynamics, and have developed basic competence withMicrosoft Word and Excel as a survival mechanism. The course should support the remainder ofthe curriculum but not require major changes to the curriculum.Course Goal and OutcomesGoal: Students in this course should develop a practical background in statistics that will allowthem to apply statistical techniques to problems of data analysis, process control andexperimental design in both research and process engineering environments.The list of student learning outcomes is available on the World Wide Web athttp://webche.ent.ohiou.edu//che408/homepage.html , along with other course

Conference Session

Mathematics Curriculum in Transition

Collection

2005 Annual Conference

Authors

Nathan Klingbeil

The WSU Model for Engineering Mathematics Education Klingbeil, N.W., Mercer, R.E., Rattan, K.S., Raymer, M.L. and Reynolds, D.B. Wright State University, Dayton, OH, 45435Abstract This paper summarizes progress to date on the WSU model for engineering mathematicseducation, an NSF funded curriculum reform initiative at Wright State University. The WSUmodel seeks to increase student retention, motivation and success in engineering throughapplication-driven, just-in-time engineering math instruction. The WSU approach begins withthe development of a novel freshman-level engineering mathematics course (EGR 101). Taughtby engineering faculty, the course includes lecture, laboratory and recitation

Conference Session

Innovative Topics in ChE Curriculum

Collection

2005 Annual Conference

Authors

Ann Marie Flynn

Engineering Concepts and Development of Green EngineeringProblems The chemical engineering undergraduate program at Manhattan College revolves arounda design oriented curriculum and as a result, the idea of incorporating green engineering conceptsinto a heat transfer course that has a particularly strong emphasis on design seemed difficult – atfirst. The course is offered during the fall semester of the junior year and one of its primary goalsof the course is to prepare the students for a one-year plant design course in the student’s senioryear. As previously stated, typical design elements included the calculation of convective andoverall heat transfer coefficients as well as the design of a variety of heat exchangers. During thedevelopment

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Michael Lesiecki, Maricopa Community College; Robert Simington, Intel; Mariano Carreras, SMC-IT; Richard Gilbert, University of South Florida; Natalia Sandburg, University of South Florida; Andrew Hoff, University of South Florida

AC 2007-1390: COMMUNITY COLLEGE - INDUSTRY PARTNERSHIP TODEVELOP AN AUTOMATED TRAINING PLATFORMMarilyn Barger, University of South Florida MARILYN BARGER is the Executive Director of FL-ATE, the Florida Regional Center for Manufacturing Education funded by NSF and housed at Hillsborough Community College in Tampa Florida. She earned a B.A. in Chemistry at Agnes Scott College, and both a B.S. in Engineering Science and a Ph.D. in Civil Engineering from the University of South Florida. She has over 20 years of experience in developing curriculum in engineering and engineering technology for elementary, middle, high school and post secondary institutions. She is a registered professional

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

AC 2012-3730: CREATING LOW-COST INTRINSIC MOTIVATION COURSECONVERSIONS IN A LARGE REQUIRED ENGINEERING COURSEDr. Geoffrey L. Herman, University of Illinois, Urbana-Champaign Geoffrey L. Herman earned his Ph.D. in electrical and computer engineering from the University of Illi- nois, Urbana-Champaign as a Mavis Future Faculty Fellow. He is currently a Postdoctoral rRsearcher for the Illinois Foundry for Engineering Education. His research interests include conceptual change and development in engineering students, promoting intrinsic motivation in the classroom, blended learning (integrating online teaching tools into the classroom), and intelligent tutoring systems. He is a recipient of the 2011 American Society for

Conference Session

Engineering Technology Curriculum and Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nasser Alaraje, University of Toledo

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

. Alaraje’s research interests focus on processor archi- tecture, System-on-Chip design methodology, Field-Programmable Logic Array (FPGA) architecture and design methodology, Engineering Technology Education, and hardware description language modeling. Dr. Alaraje is a 2013-2014 Fulbright scholarship recipient at Qatar University, where he taught courses on Embedded Systems. Additionally, Dr. Alaraje is a recipient of an NSF award for a digital logic design curriculum revision in collaboration with the College of Lake County in Illinois, and a NSF award in collaboration with the University of New Mexico, Drake State Technical College, and Chandler-Gilbert Community College. The award focused on expanding outreach

Conference Session

Design in the ECE Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Mark Cambron, Western Kentucky University; Walter Collett, Western Kentucky University; Stacy Wilson, Western Kentucky University

Tagged Divisions

Electrical and Computer

presentations usually take thirty to forty-fiveminutes. At the end of the presentations, the board, faculty, and students assess thecommunication skills of the teams12.Conclusions and DiscussionThis paper discussed recent projects completed in the senior capstone design course. Theseprojects were sponsored by regional industrial partners, government partners and internal faculty.The EE program has an extensive design sequence that includes 5 courses. The design sequencewas developed to produce graduates who can immediately contribute. The design sequenceengages students early in the curriculum through projects. Engaging students with the concrete,hands-on, and real-world problems is a great motivator. Students prepare for outstandingprofessional

Conference Session

Innovative Curriculum & non-Technical Skills

Collection

2006 Annual Conference & Exposition

Authors

JoDell Steuver, Purdue University

Tagged Divisions

Engineering Technology

manual for new participants at the recycling center. Themanual provided a basic curriculum, a process, and a test for skills. Participants could not get afree computer without showing progress in these skills and attending a minimum number ofsessions. Several of the “graduates” of the program have obtained employment because of theskills they developed in the program.Most of the computers and monitors given to the recycling project came from local businesses.Workshop participants were taught to evaluate the donated computers for function andcompatibility with current software. If a unit could not be refurbished, parts such as circuitboards were removed for reuse or sale. Most of the recycled computers are given to workshopparticipants, parochial

Conference Session

Curriculum for Green Materials

Collection

2006 Annual Conference & Exposition

Authors

Natalie Becknell, Garver Engineers; Micah Hale, University of Arkansas; Seamus Freyne, University of Oklahoma; Stephan Durham, University of Arkansas; Anthony Lamanna, Tulane University

Tagged Divisions

Materials

2006-1157: GREENCRETE: A PROJECT ON ENVIRONMENTALLY FRIENDLYCONCRETENatalie Becknell, Garver Engineers Mrs. Becknell is a recent graduate of the University of Arkansas where her graduate work concentrated on developing ternary concrete mixtures for highway pavements.Micah Hale, University of Arkansas Dr. Hale is an Assistant Professor in the Department of Civil Engineering at the University of Arkansas where he teaches undergraduate and graduate courses in concrete materials, reinforced concrete, and prestressed concrete.Seamus Freyne, University of Oklahoma Dr. Freyne is an Assistant Professor in Civil and Environmental Engineering at Manhattan College in where he teaches Introduction to

Conference Session

Curriculum and Assessment III

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Computing and Information Technology

-categorized) ones are occasionally heldtoo.Students benefit from these activities significantly. Those attending these peer learning sessionsbenefit from participating in the typically very hands-on activities. However, the students thatare, generally, receiving the greatest benefit are those that are organizing the activities, who haveto prepare the material to lead the sessions. In additional to learning knowledge and developingskills related to the technical topic, peer learning leaders also develop communications, projectand time management skills.These peer learning activities cover lots of areas, related to cybersecuritym that are not coveredby the basic curriculum and cover some areas in a more hands-on way. The activities typicallyinvolve the

Conference Session

Statistics in the CHE Curriculum

Collection

2003 Annual Conference

Authors

Gerardine Botte

The Use of Active Learning in Design of Engineering Experiments Gerardine G. Botte Ohio University 183 Stocker Center Athens, OH 45701 This paper discusses the issues and experiences in developing an active learningatmosphere during a Design of Engineering Experiments course. The course coveredthree main topics: introduction to statistics, design of experiments, and statistical processcontrol. Twelve undergraduate students at the sophomore and junior levels participated inthe course. The course was taught at the University of Minnesota Duluth. A highlymotivated classroom environment

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Jeffrey Allen, Michigan Technological University; Jason Blough, Michigan Technological University; James P. De Clerck, Michigan Technological University; William J. Endres, Michigan Technological University; Scott A. Miers, Michigan Technological University; Ibrahim Miskioglu, Michigan Technological University; Gregory M. Odegard, Michigan Technological University; Charles D. Van Karsen, Michigan Technological University; Paul J. Van Susante, Michigan Technological University

Tagged Divisions

Mechanical Engineering

Mechanical Engineering department at Michigan Technological University where he is involved with developing the new undergraduate curriculum and course coordinator for the first new ME-Practice course. Page 24.350.1 c American Society for Engineering Education, 2014 Curriculum Revision to Better Integrate Mechanical Engineering Science and Practice in the 2nd and 3rd Undergraduate YearsIntroductionThe mechanical engineering program at Michigan Tech has been engaged in a curriculumrevision process since 2010. The implementation of the new curriculum will take place overthree years

Conference Session

Curriculum Issues in Software Engineering

Collection

2005 Annual Conference

Authors

Steve Chenoweth; Donald Bagert

% 225,000 Table 1. Predictions of Job Growth Issued by the U.S. Bureau of Labor Statistics, Spring 2004.In 1997-99, the Working Group on Software Engineering Education and Training (WGSEET)developed the Guidelines for Software Engineering Education1, which subsequently became thede facto source for undergraduate software engineering curriculum models for the next severalyears. The Guidelines have recently been supplanted by Computing Curricula-SoftwareEngineering (CCSE) 20046, a more comprehensive joint project of the IEEE Computer Societyand the Association for Computing Machinery (ACM), the primary computing professionalsocieties in the United States. The CCSE contains SEEK (Software Engineering EducationKnowledge), which specifies what knowledge

Conference Session

Innovative Curriculum in ET

Collection

2004 Annual Conference

Authors

O. Geoffrey Egekwu; Prince Anyalebechi

merits of including or excluding certain topics and concepts from a course also madeone take a more holistic approach to curriculum and course development. Team teachingalso was useful for mentoring new and younger faculty members. However, some of thecommon complaints about team teaching by faculty are: (i) it is time-consuming, (ii)problems associated with working with colleagues who have different philosophy, (iii)inequitable distribution of work and responsibilities, and (iv) potential loss of focus incertain areas of the course.Prior to implementation, faculty involved in the course take part in many time-consumingmeetings to plan the course and agree on content and manner of delivery, commonguidelines for grading and dealing with difficult

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

agriculture faculty,consisting of assistant, associate professor, and a few administrators, participated in theprogram. The program included analysis of participants’ curriculum vitas, individualinterviews, one-day workshop on career development, and a survey to assess institutionalclimate. The participants found the individual assessment and counseling to be extremelyuseful; many commented that it allowed them to focus on their careers over a 20 yearhorizon. Participants felt that they lose sign of the big picture due to their immersion inthe daily demands. Further, the one-day workshop provided an opportunity for the juniorfaculty to discuss their individual circumstances/situations with senior faculty in theircollege in a friendly and confidential

Conference Session

Mechanical Engineering Technology Curriculum Innovations.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown

Tagged Divisions

Engineering Technology

units through class lectures and individual study during team project execution. 4. Develop students’ skills for technical communications/presentations in a team environment. 5. Provide a learning environment that stimulates students' curiosity and interest in addressing important engineering problems through practical solutions. 6. Provide a learning environment that encourages students to conduct their professional activities in a manner consistent with the engineering code of ethics. Page 22.30.3with the expectation that the student taking this course will learn to: 1. Apply engineering principles to