community engagement programs. Participants will leavethe session with a practical action plan to implement the types of partnerships they wish to buildwith their community.1. IntroductionIn the last decade, there has been a significant increase of the number of community engagementprograms and a growth in research on these programs. As a result of this upsurge, newpublication venues have also been established, including the International Journal of ServiceLearning in Engineering (IJSLE) founded in 20041, and the new ASEE Community Engagementdivision founded in 2013.2 Related research has primarily focused on students, with particularemphasis on knowledge and skills; attitudes and identities; recruitment, retention, and diversity;and professional
-Napoca, Romania, 1991-present: Faculty member at the Technical University of Cluj-Napoca, Romania (professor since 2004) Manage- rial Experience: 2006 - present, General Manager of Digilent RO International Experience: 1999-2000, Visiting Professor at Washington State University, Pullman, Washington, USA.Mrs. Monica Ignat (Bot), Digilent She graduated from Technical University of Cluj-Napoca Romania, Electronics major, in 2009 and has been with Digilent for 5 years. She organized five of the European Regionals of the Digital Design Contest in the past years.Mr. Alex Wong , Digilent, Inc.Joe Harris, Digilent, Inc
mechatronics program at ourinstitution has experienced a steady growth trying to meet this need. However, the curricularchanges that follow these fast-paced technologies are often difficult to implement in theclassroom in a timely manner. Often, new products become available but without appropriatedocumentation for quick implementation in educational laboratories. It may take a year or longerto develop a set of laboratory exercises for a new microcontroller or a 3D printer. Thus, theknowledge must come from other informal sources, like workshops, technical presentations,conferences, etc. Students are taught to embrace change and keep current. This is in accordancewith ABET EAC General Criterion 3, Student Outcomes1 (i) “a recognition of the need for
continue to place increasing emphasis on supporting open-source hardware andsoftware, and the Raspberry Pi provides an affordable, flexible, multi-purpose platform for bothbeginners and experts to personalize into a wide range of useful and specialized products.IntroductionThe Raspberry Pi, see Figure 1, is an inexpensive and small-sized single-board computerinvented by the Raspberry Pi Foundation, 1 a registered charity in the United Kingdom whosemission is to use the Raspberry Pi in classrooms to promote affordable education in the computersciences worldwide. Students of all ages across the world use this open-source device to learnand experiment in computer science, programming, and electronics. 2 A variety of Linux-basedOS's are supported on
from highly detailed toa general gloss. Reproducing the results of these studies or translating them to othercontexts or programs in engineering education would be difficult. Similarly, there wasgreat variability in the extant to which engineering education concepts and curriculumswere described in the studies I reviewed. It would be difficult to offer broad implicationsabout BLEE as a practice because no scholarly community had set a norm about how todescribe the process (or what even technically constitutes BLEE).Implications from mapping the discourseThe identification of a large multi-disciplinary network within the scholarly discourse onBLEE suggests a relatively healthy area of study, drawing from a variety of disciplinesand applied
initially need a lot of help with Step 1. Step 2 is not difficult, but studentsneed to be encouraged to not go with the first idea. This seems to be best developed in studentteams. That is, it is easier for several students to come up with alternate plans than one studentworking on his or her own. Students generally have little trouble with Step 3, but often forgetStep 4. In instructional settings, this step is important because each problem will contain at leastone lesson. Doing the work, but not identifying the points to be learned is simply a waste of time.Another important aspect of Step 4 is checking the reasonableness of the answer. Finally,developing the habit of carrying out Step 4 is beneficial in an engineer’s career because it assiststhe
Nanotechnology technical committee. He was awarded the IEEE Millennium Medal and won the 2005 CPMT David Feldman Outstanding Contribution Award. He is an Associate-Editor of the IEEE CPMT Transactions and has been General Chair of three IEEE confer- ences, Treasurer or Program Chair of others, and serves on several CPMT conference committees. As the CPMT Society representative on the IEEE Nanotechnology Council (NTC), he instituted a regular Nanopackaging series of articles in the IEEE Nanotechnology Magazine, established the NTC Nanopack- aging technical committee, was the 2010-2013 NTC Awards Chair, chaired the IEEE NANO 2011 con- ference, serves as NTC Vice-President for Conferences (2013-2014) and has been elected as NTC
Paper ID #11292Integrating Sustainability Grand Challenges and Experiential Learning intoEngineering Curricula: Years 1 and 2Claire Louise Antaya Dancz, Arizona State University Ph.D. Candidate in Sustainable Engineering at Arizona State UniversityKevin J. Ketchman, University of PittsburghRebekah Burke, Arizona State UniversityDr. Melissa M. Bilec, University of PittsburghDr. Elizabeth A Adams, Chandler-Gilbert Community College Residential Engineering Faculty at Chandler-Gilbert Community College.Prof. brad allenby, Arizona State UniversityProf. Mikhail Chester, Arizona State UniversityProf. Vikas Khanna
at their own and two collaborating institutions. We are studying changes in students’ conceptual learning as a result of participation in this program, and are building a repository of accurate, engaging videos for thermodynamics learning that will ultimately be shared with other instructors and the public. Background and Methods This work is a component of a broader study between three institutions that seek to evaluate the effect of video generation and viewing on student understanding of several thermodynamics concepts: 1) Entropy and the Second Law, 2) Reversibility, 3) Steady State vs Equilibrium, 4) Internal Energy vs Enthalpy, and 5
seen in Table 1, there wasn’t a statistically significant difference between the twogroups in 2012 suggesting that the UTAs didn’t have a negative impact in the course. The storyis much different in 2013 as there is a significant difference between the two groups where thosewho attended at least half of the SI sessions (80% of students) outscored their counterparts by 13points on a 150 point exam (P value of 0.0265 in an unpaired t-Test). At this time, it is unclearas to why there was a drop-off in final exam scores between 2012 and 2013, but work iscurrently being done to examine the students in each of the years more closely based on gradesin the pre-requisite course (General Chemistry 2) and time between the two courses. Table 1
and understand basic manufacturing topics in the classroom.1 For this reason, it is essential for ME undergraduates to understand how parts and components are manufactured, with the goal of developing better engineers and designers. With the incorporation of several open-‐ended design challenges and hands-‐on projects throughout Field Session, specifically related to manufacturing topics, students begin to learn the following concepts early on in the undergraduate curriculum: 1) proper dimensioning and tolerancing, 2) manufacturing tolerances, 3) material selection 4) automated manufacturing techniques, 5) manual manufacturing techniques, 6) CAD-‐CAM
electronic equipment, energy efficient buildings, and other industrial applications. Page 26.21.1 c American Society for Engineering Education, 2015 A Compact Device for Inductive Instruction in General PhysicsResearch from the past three decades has found that an interactive engagement approach to teaching the scienceswhich involves physical interaction with systems helps students build effective mental models. Our team ofengineering students has developed a novel tabletop teaching device called the Touchstone Model 1 (TM1) designedto help incoming students solidify and retain knowledge of first
, the team members shared their engineering knowledge, along with theircollege experiences, in the mentoring of at-risk girls.Capstone Execution The major design and project management experience for the Civil Engineering Program(Program) at Lawrence Technological University is a fall/spring sequence of two, two-creditcourses, CE Design Project 1 (Project 1) and CE Design Project 2 (Project 2). In execution, thesequence is somewhat akin to an independent study course. Students are responsible for formingfive-person teams, identifying a project, and generating conceptual designs and project Page 26.38.2management plans. Each team member is
parents. In fact, 53 percent of 18-to-24 year olds are livingwith their parents, and 85 percent of college seniors plan on moving back home after graduation(Gang, p. 1).”In March, 2012, PEW Research Center reported more generally “…This generation of youngadults has sometimes been labeled the “boomerang generation” for its proclivity to move out ofthe family home for a time and then boomerang right back. The Great Recession seems to haveaccelerated this tendency. The Pew Research survey found that among all adults ages 18 to 34,24% moved back in with their parents in recent years after living on their own because ofeconomic conditions.” Tracking the number of young people in a given household is more easilymeasured than relying on voluntary data
collaboration within a team setting.The Java programming session would be brought into the class right after the App Inventor session.Java was used as a general programming language to reinforce the proficiency of programming andproblem solving skills among students. It also played as a transitional programming language forstudent to continue their study in Computer Science.In addition to programming and problem solving skills, the designed modules also include consid-erable contents on teamwork, social responsibility and ethics. Followings are brief descriptions ofdesigned App Inventor modules:Module 1 is based on the ”Hello Purr” project from Wolber’s book 11 with a few extensions. Itworks as a quick start for students to explore the life cycle of
Technical Writing Intensive, during which they brought their own papers, reports,theses, and dissertations, among other projects. This three-hour training session was broken upinto five segments, each with a 10-minute refresher on a key point, and then 20 minutes in whichthe students work on their own material and receive individual coaching.Evolving Structure of the Technical Writing Workshop SeriesOver time, the Technical Writing series evolved based on feedback from the engineeringgraduate students as well as their faculty advisors, as shown in Table 1. All the workshops takeplace on Friday mornings, in an effort to avoid conflict with required courses the graduatestudents may be taking. The workshops range in duration from one to three hours
c American Society for Engineering Education, 2015 Tensions of Integration in Professional Formation: Investigating Development of Engineering Students' Social and Technical PerceptionsAbstractThis brief paper depicts a current snapshot of an ongoing investigation that probes how studentsreconcile social and technical forms of identity in engineering education. While the detailedresults are represented in other publications1,2, this paper highlights the study in its current formin order to indicate what will be discussed at the poster session that corresponds to this paper.Summary of BackgroundTwenty-first century engineers face incredible challenges and opportunities, many of which
first is a general English course, the second is an elective. Whiletechnical communication is an option for this elective, so are courses in fairy-tale literature or thewritings of various ethnicities. Thus, students are not explicitly required to take a course intechnical communication, but rather expected to gain these skills needed for their professionalcareers through other coursework and external experiences. Other departments at the sameinstitution offer discipline-specific courses in technical communication, and informalobservations of the communication skills of senior-level students have suggested that ourdepartment may benefit from such a course. In Spring 2014, we piloted an undergraduate course,Technical and Professional
Paper ID #11972Improving Student Technical Communication via Self ReflectionMr. Kenneth P Mineart, North Carolina State University Kenneth Mineart received his Bachelor’s degree in Chemical & Biochemical Engineering from the Uni- versity of Iowa. Currently, he is a doctoral student in Chemical & Biomolecular Engineering at North Carolina State University where he works in the field of block copolymer science with Professor Richard Spontak. Kenneth has regularly served as a graduate teaching assistant for a variety of courses including: Unit Operations Laboratory, Material and Energy Balances, Introduction to
PhD, MS, and BS degrees in mechanical engineering and is the author of more than 60 technical papers published in refereed international journals and con- ference proceedings. He is a Senior Member of the Society for Manufacturing Engineering, a member of the American Society of Mechanical Engineers, and a member of the American Society for Engineering Education. Page 26.1684.1 c American Society for Engineering Education, 2015 Using Student-Generated Concept Maps to Assess Students’ Conceptual Understanding in a Foundational Engineering CourseAbstractThis paper reports
acquired in high school - they are predetermined by the industry andenterprise distinctiveness; secondly, competence is related to the experience of successfulactivity, during which skills are accumulated and developed. The path from the theoreticalfoundations of knowledge to the mastery in practice is not close, and in modern conditions ofthe technical regulation system formation the promotion is associated with a number ofproblems (Table 1) [4].Table 1.Problems of Quality Assurance in Higher Education when Training Specialists № Issues The General Description of Problem Field 1 Regulatory framework • incomplete process of developing educational standards; of specialist training in • legal and
. Page 26.568.1 c American Society for Engineering Education, 2015 Educating and Training the Next Generation of Industrial Engineers to Work in ManufacturingAbstractNow more than ever manufacturing in the United States needs a workforce with a blend of bothstrong hands-on trade skills and the technical problem solving skills typically learned through thecompletion of a Bachelor of Science in Industrial Engineering program. This paper discusses aholistic approach being taken in an industrial engineering program to increase student interest inmanufacturing by providing a hands-on educational experience in a manufacturing processescourse while providing ample opportunities for students to
relate to the outcomes of their work7. Inparticular, they recommend using perspective-taking as users to discover the complexity of theunderlying socio-technical system of use6. This attention to empathic communication isunderutilized in engineering education as a way of building core professional communication Page 26.871.2competencies. While the construct of empathy is complex, Levenson and Ruef’s9 definition(quoted in Walther et al.6) includes three essential qualities: 1) the cognitive knowing of whatanother person is feeling, 2) the emotional feeling what another individual is feeling, and 3) theact of responding to another’s experience with
presents an overview of the guided approach as well as the outcomes and feedbackfrom the students that participated in the class. The plans for further modifications andimprovements to this approach will also be presented.IntroductionBeing able to effectively communicate technical information is a skill required of engineers;however, there can often be a limited focus on or interest in technical writing by engineeringstudents and faculty. It is not uncommon to encounter the thinking that “we are engineers, we arenot English majors.”1 Therefore, engineering students are often required to take a generalwriting course taught by English or Writing Departments to fulfill writing requirements
to the toolbox.Course StructureThe syllabus covers all items listed in the learning outcomes which state that the student shouldbe able to: 1. Use scalar and matrix operations and linear algebra techniques to solve engineering problems. 2. Generate a Graphical User Interface (GUI) to effectively present solutions in an interactive MATLAB environment. 3. Solve systems of linear ordinary equations using Gauss’ method and, for the special case of a 3x3 system, generate solutions via a graphical method. 4. Read and write MATLAB data files and import data into MATLAB from an Excel spreadsheet. 5. Write programs that involve user-defined functions, loops, and conditional statements. 6. Solve initial value problems using the
for technical informationThe researchers generated the changes shown in Table 5 based on the results of this research.Several important issues that need to be addressed including reducing the amount of informationon the instruction sheet so that the students would not be overwhelmed with the writing task,include guidelines to help the students synthesize explanations for technical information wereconsidered during the brainstorming session. The researchers also decided to implement peerreview of abstracts so that the students would be able to obtain feedback regarding their work.All these will be implemented with the models used for Intervention detailed in this paper. Theremoval of the sample topic section and the grading sheet means that
newsletter editor. Dr. Cooper’s research interests include effective teaching, conceptual and inductive learning, integrating writing and speaking into the curriculum and professional ethics. Page 26.1739.1 c American Society for Engineering Education, 2015 Why Not Ask Students to Explain Themselves? Enhancing Conceptual Testing with Technical WritingNote: Based on reviewer comments this paper is submitted to the ASEE 2015 Annual Conference as a “Work-In-Progress” that is intended to be presented at the ChE Division Poster Session.1. IntroductionRecently a great deal of
/Technical Studies. Accessed 1/16/2015. http://publications.sreb.org/2005/05V08_Research_PLTW.pdf4. Hirsch, L. S., Kimmel, H., Rockland, R., & Bloom, J. (2005) Implementing Pre-Engineering Curricula in High School Science and Mathematics. 35th ASEE/IEEE Frontiers in Education Conference, S2F-26, Indianapolis, IN, October 19-22, 2005. Accessed 1/16/2015. http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=16122355. Willard, T. (2013) A Look at the Next Generation Science Standards. The Science Teacher, National Science Teachers Association. Accessed 1/13/2015. http://nstahosted.org/pdfs/ngss/InsideTheNGSSBox.pdf6. Reitsma, R. & Diekema, A. R. (2011) Comparison of Human and Machine-Based Educational Standard
of those sections, only women or minority panelists participated in those sections,respectively. Both male and female genders, and a range of engineering disciplines such aschemical engineering, electrical engineering, and biomedical engineering, were represented asmuch as scheduling would allow. Some panelists participated in as many as six panels, whileothers were involved in as few as one. Table 1 shows the gender and generational status of thestudent panelists.Every panel had a facilitator who lead the session and began by reading the following prompt: Welcome everyone and welcome to The University of Texas at Austin. We appreciate your participation in the student panel, and hope that today’s experience will be valuable
Pro/Engineer CATIA Autodesk InventorAmong all the above mentioned tools, SolidWorks is the most widely used software in industryand also it is taught to students in most of the educational institutions. Hence it is selected to beused as training tool in this paper.SolidWorks is a 3D parameterized design tool, focusing on Para-solid inclined solid modellingenvironment.1 Drawings in SolidWorks can be worked out from previous assemblies or assemblyportions. View generations are automatic and acquired from the solid model itself. Tolerances,notes and dimensional feedbacks, as per the requirement, can be added later on. Modules can beprepared on all standard orientations and layouts like ANSI, ISO, JIS.SolidWorks can