students and elementary teachers participated in a guided tour of theNational Renewable Energy Laboratory located in Golden, Colorado.Throughout the academic year, graduate students support their elementary teachers 15-20 hours aweek. The responsibilities of graduate students include teaching science, technology,engineering, and mathematics to elementary students in an engaging manner such as usingdemonstrations or hands-on experiments, providing the teacher and students with scientificmaterials and equipment, and creating after school clubs for interested students to investigatedeeper into STEM related topics. Graduate students provide instruction side-by-side with theirteacher in an effort to support the current curriculum and provide the
Engineering(FUSE), that uses all these methods to attract underrepresented students to science andengineering through a program that includes presentations at high schools, invitedspeakers, field trips, hands-on laboratory activities, and science and technology exhibits9.Specifically, the program involves attracting 11th grade students to attend a two-weekScience and Technology workshop. The workshop is designed to introduce students tojob opportunities in the food industry and agriculture, expose them to college life, involve Page 9.631.1them in hands-on activities, and encourage them to pursue science and engineering Proceedings of the 2004 American
electrical and computer engineering from the University of Illinois at Urbana-Champaign in 2004 and 2007, respectively. Dr. Leisher’s research interests include the design, fabrication, characterization, and analysis of high power semiconductor lasers and other photonic devices. He has authored more than 160 technical journal articles and conference presentations. Dr. Leisher is a member of SPIE and the IEEE Photonics Society.Dr. Scott Kirkpatrick, Rose-Hulman Institute of Technology Scott Kirkpatrick is an Assistant Professor of Physics and Optical Engineering at Rose-Hulman Institute of Technology. He teaches physics, semiconductor processes, and micro electrical and mechanical sys- tems (MEMS). His research interests
Eastern Washington University in the Engineering and Design De- partment. He teaches courses in Thermodynamics, Fluids, CAD, and Capstone. Page 24.268.1 c American Society for Engineering Education, 2014 Challenges and Evolution of Combined and Separate Thermodynamics Courses in a Mechanical Engineering and Mechanical Engineering Technology Program AbstractIn 2010 the engineering department at Eastern Washington University added a mechanicalengineering (ME) program to its already established mechanical engineering
guiding students as well as faculty in the transition to an educational model thatpromotes the autonomy of the students7. Undoubtedly, employers worldwide value autonomouslearners; they are willing to learn, are motivated to work, are effective collaborators, are goodcommunicators, and are able to be lifelong learners. In our computer engineering program, weare trying to slowly integrate the student-centered approach to learning.The InstitutionUtah Valley University is a regional teaching university in Utah Valley with enrollment of over31,500 (Fall 2012). Established in 1941, first as a technical college, then a community college,the institution became a state college in 1993 and a regional university in 2008. UVU retainsmuch of the mission and
very simplePowerPoint slides with lots of pictures and very little words. Naturally, not all the activities arepossible when visiting other locations.Pedagogy and TipsNot surprisingly, the strategies for successful outreach activities are the same approaches that areeffective to the learning of college students. Our experiences in presenting difficult concepts(e.g., shape memory effects) to younger students have actually helped with our own teaching atthe college level.Relating to the audienceOur approach is basically to make things as simple and as fun as possible. We take the conceptsand explain them on a simple level, and we try to relate them to activities and examples that theaudience are familiar with. We spend a lot of time making sure
universities began requiring students, particularly engineeringand computer science students, to purchase their own computers by the mid-1980s. Limitationsfor teaching were immediately noticed, and faculty began to imagine what could beaccomplished if the students were able to bring their own computers to class. “Portable”computers such as the Tandy Radio Shack TRS-80 Model 100 [1] were not portable enough tobe brought to the classroom.There is considerable argument over when the first “laptop” computer appeared. Some of theearly “portable” computers were definitely not laptop-sized or laptop weight. One of the first“notebook” computers may have been the NEC UltraLite [1, 2], which was introduced in 1989.These computers were still not sturdy enough to
thecurricular aspects of the programs, outlines the differences in their approach to learning andresearch, and promotes independent research and scholarly publications as an important means toan advanced degree in engineering technology.IntroductionThe doctoral level education has become an essential qualification for anyone interested inbecoming an engineering technology faculty member. Although there are no doctoral levelprograms in engineering technology, producing graduates at the present time, the evolution in thefield will soon lead to the establishment of new doctoral programs. At the present time, for thosewho are teaching in engineering technology and are interested in programs leading to doctoratedegrees in a closely related field, there are
program deletionThis paper discusses how the implementation of industrial exercises as a component of a regularclass laboratory experiments has benefited the industries involved as well as maximized studentslearning even in the absence of industrial internship. It also shows how industries can beencouraged or motivated to participate in academic endeavors in a non-financial way.Introduction:College students everywhere experience various forms of problems. These problems have beenexpressed in such areas as course work, teaching methodology, interaction patterns in theclassrooms, and inadequacy of facilities and equipment. In addition to these problems are themost recent observed problems in the areas of communication skills, comprehension
, Undergraduate Science, Mathematics, and Engineering Education,Washington, D.C., 1986.2. American Society for Engineering Education Task Force, A National Action Agenda forEngineering Education, Washington, D.C., 1987.3. Felder, R.M., R. Brice, and J. Stice, National Effective Teaching Institute, 1997.4. Accreditation Board for Engineering and Technology, Criteria for Accrediting EngineeringPrograms, Baltimore, MD, 2002.5. Olds, B. M., M. J. Pavelich, and F. R. Yearts, “Teaching the Design Process to Freshmen andSophomores,” Engineering Education, July/August 1990, pp. 554-559.6. King, R. H., T. E. Parker, T. P. Grover, J. P. Goshink, and N. T. Middleton, “A MultidisciplinaryEngineering Laboratory Course,” Journal of Engineering Education, vol. 88, no
prepare students for thesechallenges. We have developed a graduate course on microstructural characterization, analysis,and modeling that is based on concepts of stochastic microstructures and uses model systemsbased on spatial geometry concepts of point processes, packings, and tessellations. Using discreteconstituents such as discs, we develop the fundamental ideas of spatial geometry and imagealgebra more transparently to aid student comprehension. Once these principles are covered, weextend them to more complex structures such as multiphase materials.IntroductionThis paper discusses our experiences with a 3-semester-hour (2 lecture and 2 laboratory hours)course taught to graduate students in the Department of Mechanical Engineering at NC A
. Some of the parts require tight tolerance limits in order for theengine to operate properly, giving the students an appreciation for quality control inmanufacturing processes. The completed engine is visually attractive and has interestingoperating characteristics that demonstrate the operation of properly timed valves and crank-drivenflywheels. The freewheeling speed of the engine provides a measure of construction quality.This paper provides an explanation of the construction and testing of the air engine, a descriptionof how the project is integrated with laboratory and lecture activities in a sophomore level designcourse, and an explanation of how this activity fits into the achievement of desired educationalobjectives of the course and of
,Albuquerque, NM.BiographiesBRIAN P. SELFBrian Self is an Assistant Professor of Mechanical Engineering at the U.S. Air Force Academy. Hereceived his B.S. and M.S. in Engineering Mechanics from Virginia Tech and his Ph.D. in Bioengineeringat the University of Utah. He has four years of experience with the Air Force Research Laboratory and isin his third year of teaching in the Department of Engineering Mechanics at the US Air Force Academy.Areas of research include impact injury mechanisms, sports biomechanics, and aerospace physiology.KEITH L. BEARDENKeith Bearden graduated from USAFA in 1988 with a degree in Engineering Mechanics and Math. Hisfirst USAF assignment was to Hanscom AFB, MA working in a systems program office. From there hewas selected
course entitled Introduction toEngineering every fall semester. Earlier assessments indicated that the course was generally wellreceived, and several key issues were addressed. The issue at hand now, is the content of thecourse. Because of the wide range of background in math, science, and computing of ourfreshmen group, it is a challenge for any instructor to go in depth on any engineering conceptwithout running the risk of losing those at the lower competency level and at the same timekeeping the course interesting and challenging for those who are well into the advanced sequence.Faculty with varied backgrounds teaching the course are grappling to find innovative ways tofulfill the main objectives of the course, viz., retention, offer a better
"course learning objectives" (CLO’s) to address these issues. 3. ABE 325 and ABE 330 need to incorporate more design problems and PO 3, 4 introduce more constraints in their designs. 4. Department should direct/redirect more resources (personnel, facilities, S space, funds) to teaching laboratories and equipment. 5. Department should hire a part/full time technician dedicated to teaching S laboratories. 6. ABE 430 (Instrumentation and Measurement) should become a required PO 5 class for Mechanical Systems Engineering students, either as a restricted S technical elective or be substituted for another
AC 2012-3230: CASE STUDY INCORPORATING SERVICE-LEARNINGIN A STATICS AND DYNAMICS COURSE: THE WHEELCHAIR RAMPDESIGN/BUILDDr. Jennifer Light, Lewis-Clark College Jennifer Light is an Associate Professor at Lewis-Clark State College where she teaches foundational engineering classes. She obtained her Ph.D. from Washington State University in interdisciplinary engi- neering and M.S. and B.S. degrees in environmental engineering from Idaho State University and Montana Tech, respectively. Light has extensive industry experience in the environmental engineering field with air and water quality. Research interests include improving the first-year experience, service learning, and retention in engineering, in addition to
, where he has served since 1987. He is currently the Pope Professor of chemical engineering at BYU and an Adjunct Research Professor in the Bioengineering Department of the University of Utah. During his 24 years at BYU, his teaching has been in the areas of materials, polymers, and transport phenomena. His research has spanned many disciplines ranging from biomedical material surfaces and composite materials to his current work in controlled drug and gene delivery. With colleagues and students at BYU and other institutions, he has more than 110 peer-reviewed journal publications.Prof. Morris D. Argyle, Brigham Young University
AC 2012-4056: SMARTER TEAMWORK: SYSTEM FOR MANAGEMENT,ASSESSMENT, RESEARCH, TRAINING, EDUCATION, AND REMEDIA-TION FOR TEAMWORKDr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Associate Professor of engineering education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and col- laborative teaching methods has been supported by more than $11.6 million from the National Science Foundation and the Sloan Foundation, and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of
Engineering in Omaha, Nebraska. She currently teaches lecture and laboratory courses in the areasof computer-aided manufacturing and automation. Ms. Morse earned a B.S.I.E. from the University of Tennessee-Knoxville and an M.S. in Manufacturing Systems Engineering from Auburn University, where she also worked withAuburn Industrial Extension Service. Her work in industry includes engineering experience in quality control,industrial engineering, and design and development functions for automotive parts manufacturers in North Carolinaand Germany. Page 6.817.8Proceedings of the 2001 American Society for Engineering Education Annual
. By contrasting the results of these three surveys, we were interested in determiningif there was a correlation between what graduates, students, and industry considered valuable andwhat we were teaching. We also wanted to learn if we were preparing graduates with skillsmatching employer needs.One hundred surveys were sent to randomly selected graduates of the past 15 years. A review ofthe list showed that the chosen graduates were representative of our student population. Fortysurveys were sent to representatives of the companies who hire our graduates. Fifty surveys Page 5.94.2were given to our current students. Return rates were approximately
promote communication and cooperationquality of the student essay. Parents and students among its partners to address needs pertaining toattended information sessions and award ceremonies. education of the technological workforce. TheAt the 1997 ASEE Annual Conference, we reported mission is to work collaboratively in a virtual centeron the structure of the enrichment program, course that focuses on restructuring of technical curriculacontents, teaching pedagogy, and student evaluation and teaching practices in mathematics and scienceof the curriculum. As a part of the enrichment with integration of authentic activities in anprogram, we requested the 8 th grade
experience in teaching. She was an instructor in Ershad Damavand University, a visiting instructor in School of International Studies and Outreach at Oklahoma State University, and a teaching associate in School of Construction Management Technology at Oklahoma State University. She has also over 14 years of experience in industry.She has worked in Neyrperse company as an Engineering Expert, as a Technical Office Supervisor in Mapna group, as a Mechanical Engineering Supervisor in construction (Professional Engineer) in Iranian Construction Engineers Organization, and as a Consultant in Roll-2-Roll Technologies LLC in Oklahoma. Her research interests include sustainable project management, sustainability assessment
courses withhistorically high failing rates. Such courses are being restructured, and a set of open educationalresources (OERs) are being developed, implemented, and tested [11]. OERs include lecture,laboratory, and recitation materials in electronic form, homework and laboratory assignments, adedicated website, and other materials such as recordings from instructors covering coursecontents. OERs will be made available in two languages: English and Spanish. Three courses areincluded in this effort: Differential Equations and Linear Algebra, Numerical Methods, andThermodynamics. Academic performance, retention, and students’ feedback obtained throughsurveys and interviews will be used to measure curricular outcomes. Websites to disseminateOERs
AC 2011-2562: INTERACTIVE DESIGN AND TECHNOLOGY RESEARCH:Farrokh Attarzadeh, University of Houston FARROKH ATTARZADEH earned his PhD in Electrical Engineering from the University of Houston in 1983. He is an associate professor in the Engineering Technology Department, College of Technology at the University of Houston. He teaches software programming and is in charge of the senior project course in the Computer Engineering Technology Program. He is a member of ASEE and has been with the University of Houston since 1983. Dr. Attarzadeh may be reached at FAttarzadeh@central.uh.edu Page 22.938.1
initiate the learning process in accordanceto their own preference, learning styles, and various skills9. DBL approach motivates students tolearn because of the more obvious application of their knowledge to real life situations8. TheDBL approach encourages active learning, creativity, team work and enthusiasm. Teaching engineering students some basic human anatomy, especially themusculoskeletal system, is important to their preparation to be a qualified orthopedic engineer(such as designer and developer of an orthopedic implant). However, in tradition, most learningis carried out in dissection laboratories. Recently WWW-based interactive images, anatomysoftware applications have made significant progress2, 5, 12, 17, 21, 23. PBL
AC 2011-106: PREPARING FOR THE 2011 SOLAR DECATHLONBill Hutzel, Purdue University, West Lafayette Bill Hutzel is an Associate Professor of Mechanical Engineering Technology at Purdue University. He teaches and conducts applied research into high performance buildings and is one of the faculty advisors for Purdue’s entry into the 2011 Solar Decathlon.Otie Kilmer, Purdue University Professor, Department of Art & DesignZhenyu Cheryl Qian, Purdue University Cheryl Zhenyu Qian is an Assistant Professor of Interaction Design in Industrial Design at Purdue Uni- versity. She received a B.Arch. from Southeast University in China, M.A.Sc. and Ph.D. degrees of Interactive Arts and Technology from Simon Fraser
Engineering award, and the 1999 College of Engineering Outstanding Engineering Educator Award.Dr. Bill B Elmore, Mississippi State University Bill B. Elmore, Ph.D., P.E. is the Interim Director and Hunter Henry Chair for the Dave C. Swalm School of Chemical Engineering, Mississippi State University. His teaching areas include integrated freshman engineering and chemical engineering courses through the curriculum including ChE Problem Analysis and Unit Operations laboratories. His current research intersts include engineering education reform, enzyme-based catalytic reactions and bioengineering applied to renewable fuels and chemicals
developing and sharinglearning tools in the Renewable Energy field.The general educational outcomes of the EE program in UTPA are, concisely written: 1- usemath, 2- make experiments, 3- design equipments, 4- do team work, 5- communicate ideas, 6- beresponsible, 7- lifelong learning, and 8- computer literacy. Student's working on theseexperiments can develop further these abilities. Assessment of these outcomes will be done bythe inclusion of pertinent questions in Lab handouts.7- ConclusionGiven the current interest in the integration of solar technologies to the electric utilities, and thelack of teaching materials in this area, UTPA has developed six laboratory experiments on PVsolar technology topics. The experiments use software and hardware
knowledge should be obtained, and the mechanics for obtaining, mastering and utilizing it.The aim of this article is to show that the Internet can be used as a key enabling technology for astudent-centric course. It was successfully tried in a course given in the summer of 1998.Among the unanticipated issues that came up in the teaching of this course was a livelydiscussion of intellectual property rights.Background:Wentworth Institute of Technology is a medium-sized technical college located in Boston,Massachusetts, with concentrations in Environmental, Electronics, and Mechanical EngineeringTechnology, Architecture, and Computer Science (CS). For some time, the non-CS programsrequired students to do a senior project as part of a capstone course
Engineering Education, 2010 Student Surveys of Course Knowledge and Skills: Improving Continuous ImprovementAbstractThe emphasis on curricula and program accreditation has moved from certification of teaching toconfirmation of learning. Commonly adopted outcomes and assessment methods reflect theobservations or opinions of the evaluator on the quality and quantity of learning demonstratedthrough various measures such as projects, presentations, or testing. Students achieveknowledge and skills objectives through the various learning opportunities, in other words thelearning tools, offered them. Instructors must have knowledge of student preferences,perceptions, and responses to the tools offered the students in