sometimes extrinsic to adesign course. Conversely, in design, the intrinsic objectives are usually teamwork skillsand development of technical proficiencies. Recently there has been a move towardbringing laboratory-based activities into content area classrooms to enrich learning. Thepurpose of this paper is to investigate course design in view of student goal orientationand the attributional theory of motivation. In social cognition theory, an individual’s goal orientation is seen to greatlyinfluence his willingness to accept a challenge and to persist when faced with difficulties.The types of team activities employed in a classroom foster either a performance-goaloriented or learning-goal oriented learning environment. In a group project
2006-2646: WATER RESOURCES EVALUATION FOLLOWING NATURALDISASTER IN HAITIBruce Berdanier, Ohio Northern University Dr. Bruce Berdanier is currently an Associate Professor of Civil Engineering in the TJ Smull College of Engineering at Ohio Northern University. In this position, Dr. Berdanier is responsible for teaching all of the courses in Environmental Science, Water and Wastewater Treatment, Solid and Hazardous Waste, Surface Water Quality and Project Management that are included in the Civil Engineering curriculum. Additionally, Dr. Berdanier directs all teaching and research activities in the Environmental Engineering laboratory. Dr. Berdanier also conducts research in surface
cooperative learning. Page 11.945.1© American Society for Engineering Education, 2006 Music in MATLAB: A series of programming challenges for an introductory course.AbstractStudents often find their first course that includes programming a difficult new world. First-yearstudents may not be inspired by programs that input numbers, perform a calculation and thenoutput a number. To help motivate students there are many examples of courses using roboticsor graphics projects and problems to provide a more concrete result for programming exercises.MATLAB’s ability to output a time series to the sound card of a
engineering, control, automation, and robotics, materials and manufacturing, computer-aided engineering, and machine design. • Engineering software skills; an introductory software called Working Model 2D, was taught and practiced in class in order to be used for solving real-world engineering problems, and to be used in individual or group design projects later in the semester. • Design project competition; a design project, entitled “Water-Powered Vehicle”, with a competition at the end was used as a motivation tool to instill critical thinking and creativeness. The twenty one enrolled students were divided into seven teams and each team was given a one-liter bottle of drinking water to use it as the only source of
ongoing study were selected from analyses of best practices identified in the research literature on both active learning and virtual learning. This paper is a continuation of a previous exploratory study and paper that discussed preliminary results. This paper discusses the refinements made to these activities following initial attempts to use them with students in both face-‐to-‐face and online settings as well as findings based on a variety of feedback data. Data sources used to refine instructional design included student surveys; discussion forum posts; project rubric analyses; peer, self, and instructor assessment data; and instructor
won awards for research and teaching excellence from the Society for Information Management, NEEDS, Decision Sciences Institute, American Society for Engineering Education, Amer- ican Society for Mechanical Engineering, International Network for Engineering Education & Research, Computer World, Campus Technology, and the Project Management Institute. He is the Editor-in-Chief of the Decision Sciences Journal of Innovative Education and the Managing Editor of the Journal of STEM Education: Innovations and Research.Dr. P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE)Mr. Nanda Kumar B.S. Nanda Kumar B.S. is Assistant Construction Manager, Center of Excellence & Futuristic
the Air Force after 25 years and worked on advanced rocket engines, jet engines, and directed energy weapons. He was Program Manager for the first Lamilloy turbine, Branch Chief for world’s first cryogenic full-flow rocket cycle, Deputy Director for Propulsion Directorate developing next generation jet engines with three flow paths instead of turbofan’s two paths, and Faculty Advisor for ERAU Jet Dragster Project, Formula Research Club (March race car chassis), University Space Launch Initiative Club. He has a Ph.D. in aerospace engineering, University of Notre Dame, 1995, M.S. in aeronautics and sstronautics, University of Washington, 1989, (Oates Fellow), and a B.S. in aeronautical engineering, U.S. Air Force
/manager/professional who hold baccalaureate in other technology fields. Thecertificate courses introduce the concepts and technology of harvesting energy from sun, windand other alternative sources, thermoelectric, electrochemical, bio-photosynthetic and hydrogenbased energy systems. The certificate consists of 12 credit hours, equivalent of four courses: 1)Solar Engineering Systems, 2) Wind and Alternative Energy Technology, 3) Energy Networkingand 4) Energy Neutral Living.Courses in the certificate can be delivered in traditional classroom/distance learning formats.Each course comprises of three components: a) content, b) critical review of current researchpapers and c) project. The course content consists of study of sources of energy and
learning from each other. This paper is written from the perspective of an engineeringeconomist with over 30 years of teaching and textbook writing experience, who has recently hadhis world-view shifted by multiple forays into finance classrooms.IntroductionThe time value of money is the foundation of two fields—engineering economy and finance. Yethow those two fields are presented in their introductory course have a surprisingly smallintersection. The basic reason is that engineering economy focuses at the project level, whileintroductory corporate finance focuses at the firm level. But both courses include the firm andproject levels and both include applications of the time value of money to the personal lives ofstudents. This creates the
classes followthe same schedule, and participate in the same experiential learning component but havedifferent curriculum, texts, and faculty. The classes meet together or separately in order tofacilitate a learning community surrounding the product innovation process. Faculty membersevaluate students in their own disciplines. The objective of the project is to design a new to theworld product and create a market entry plan. The engineering and marketing students worktogether to research and develop a product that the customers want and that can be produced fora price the customers are willing to pay.The complex collaboration between marketing and engineering students is facilitated using amodified product innovation process. The model provides a
Page 24.470.2overlap with each other. Furthermore we have designed low cost hardware based on industry-standard components that enables students to own virtually all of the required course material.This encourages experimentation outside of the traditional laboratory environment, especiallysince students have 24/7 access to the laboratory space and equipment. Figure 1. Students working and learning in the labThe class is structured with a weekly assignment which consists of 2 components: an in-labexperiment and a larger project. The Monday lecture reviews last week’s experiment and project,typically beginning with a brief on-line quiz aimed at a summary assessment of the previousweek's activities. This provides us
Paper ID #9120Assessing Knowledge and Application of the Design ProcessDr. Ann Saterbak, Rice UniversityDr. Tracy Volz, Rice University Tracy Volz, PhD, is the Director of Rice University’s Program in Writing and Communication. Prior to this role, she spent fourteen years teaching technical communication in the Rice Center for Engineering Leadership and in the Cain Project in Engineering and Professional Communication at Rice. In addition to working with Rice faculty and students, Dr. Volz has conducted communication seminars for professional engineering societies and corporations. Her scholarly interests focus on oral
Paper ID #8885Building Assessment and Evaluation Capacity of Engineering Educators ThroughASSESSDr. Jennifer E LeBeau, Washington State University Jennifer LeBeau conducts program and project evaluation through the Learning and Performance Re- search Center and teaches in the Department of Educational Leadership, Sport Science, and Educa- tional/Counseling Psychology. Dr. LeBeau’s primary interests lie in evaluation of projects related to STEM education and student success.Dr. Denny C. Davis P.E., Washington State University Dr, Denny Davis is Emeritus Professor at Washington State University, after over 25 years of
teams. Because engineers are traditionally trained in fields such as either“Proceedings of the 2005 American Society for Engineering Education Annual Conference & ExpositionCopyright ASEE 2005, American Society for Engineering Education”Mechanical or Electrical engineering, many of today’s engineering graduates are not wellprepared to function competently in environments that require them to work on products whereelectrical and mechanical knowledge areas are intertwined.An NSF-funded project addresses these competency gaps through the development of two team-oriented, project-based courses as a follow-up to a previously developed “Introduction toMechatronics” course [1-5]. For this project, we have identified the following goals: (a
, a representative group in terms of research focus, gender, and tenure level,indicating that 80% of faculty are open to the use of service learning. However, 52% expressedconcerns about time constraints and 56% needed support finding suitable projects for technicalclasses. If this type of support, including methods to mitigate time constraints, were available,faculty were interested in the practice. Surveyed faculty considered service learning mostappropriate for design classes, but were open to the practice in other classes if suitable projectswere available.IntroductionService learning is a teaching method that integrates academically-appropriate communityservice projects into the curriculum of a class. Service learning research shows that
problems. By contrast, the design of RMS is composed of many individualprojects, all driven by a systems perspective. It provides an excellent example todemonstrate how a system-level perspective drives the individual research projects, and,in turn, how projects are integrated to form a system. This is an integrative approach thatcombines the depth in a particular discipline with breadth due to interaction with studentsand researchers from other disciplines.A driver of a different type for our education plan was the lack of valuable skills thatwould allow young engineering professionals to function more effectively in industry.Engineers in industry must be effective participants and leaders of teams, yet thetraditional university environment was
skill, knowledge, and experience. Missions of growing complexity provide opportunities to acquire baseline skills and then to build on them. We call this strategy "crawl", "walk", "run" and "fly!"This craw, walk, run, and fly euphemism forms the core of the NevadaSat Program. Our roster ofactivities begins with BalloonSats (Figure 1, left), where students build payloads out of kits withdata logging equipment, a timer, a camera, and material to build an enclosure. The payloads areattached to a lanyard, parachute and a weather balloon. The weather balloon provides lift for thestudents’ project and sends them up to a predetermined height. The data logging equipmentrecords data such as radiation, temperature, and pressure.CanSats
, engineering, math, and science have dropped offsignificantly and continue to decline. Student scores in math and science in the United States(US) are significantly lower than other developed countries. To alleviate these declines, schoolsare attempting to interest students from kindergarten to grade 12 (k-12) in technology,engineering, math, and science disciplines. Schools across the US have implemented a variety offormal programs such as Project Lead-the-Way in attempts to promote student interest in thesefields. Additionally, technology and engineering have been introduced to middle and secondaryschool curriculums using a variety of less formal methods. For example, students can participatein structural load competitions, mousetrap powered vehicle
and society.The historical paradigm often has inherent difficulties when attempting to integrate highlyspecialized professionals into functional, efficient, and effective teams focused on technologycommercialization and product development. Due to the training and specialization of thedifferent professions (scientists, physicians, engineers, business individuals), there tends to be a“silo effect” where each professional has an immense amount of knowledge and expertise withinhis/her own area, but has difficulty crossing disciplines to understand and function successfullywithin a team format.Entrepreneurship results in the creation of economic value by utilization of research andtechnical information and knowledge in inter-disciplinary projects
experience.Successful programs, projects, and research at premier engineering schools around thecountry are equipping students with the advanced creative and cognitive abilities requiredto succeed as contemporary professionals. This paper is a review of the innovative, multi-disciplinary, educational methodology that is manifest in several types of new efforts,including: 1) Engineering design in a studio atmosphere; 2) Engineering courses forcreative problem-solving; 3) Encouraging creativity and insight through journal writing; 4)The agenda for creativity at the UK Centre for Materials Education; and 5) A focus on thepersonal creative process. Research for this review inspired The Creativity, Innovation,and Design Report, a new national publication dedicated
Session number 2756 Hands-on learning and implementing using LabVIEWTM for undergraduates in 13 weeks Alex See, PhD Monash University Malaysia, School of Engineering and Science, No. 2 Jalan Kolej, Bandar Sunway, 46150, PJ, Selangor Darul Ehsan, Malaysia email: alex.see@engsci.monash.edu.myAbstractSecond year Mechatronics undergraduates, in the year 2003 at Monash UniversityMalaysia (MUM) were taking a subject module known as Project and Practice. Studentswere exposed to National Instrument’s LabVIEWTM software and hardware for the firsttime. They were required to
Session 1658 Web-based shared workspaces for collaborative learning Ralph O. Buchal Department of Mechanical and Materials Engineering, The University of Western Ontario, London, ON, Canada, N6A 5B9 rbuchal@eng.uwo.caAbstractThere is growing agreement that group-based, collaborative learning approaches are moreeffective than traditional lecture-based instruction. Collaborative work is also an important trendin engineering practice. Team-based student design projects are very effective from a pedagogicalstandpoint, as well as developing skills in the
selected by using the results of Belbin's personalitytype questionnaire (administered before classes started during summer registration andorientation) [4]. Each team had a balanced mix of personality types (idea sources, detailers,finishers, etc.).V. Course ContentThe following outlines the content of the various activity areas used in the course.1. Design Activity: 1.1. Summer orientation class in engineering responsibilities and ethics 1.2. Presentation of the engineering design method, tasking a project, design-team behaviors and responsibilities (including team contracts), engineering reports (oral and written) 1.3. Design competition problem 1 - Design a scale model of a material mover that can move the most
course. Specific classroomactivities and delivery techniques will be discussed, along with typical homework assignmentsand the semester-long individual course project. Student outcomes and feedback will be reportedas well. While the present audience for this course is composed of working adults, it is highlysuitable as a junior or senior level design elective and may be easily integrated into anundergraduate curriculum.1.0 IntroductionWhat do the processes of invention, engineering design, and creative problem solving have incommon? This paper describes a course that answers this question by examining invention andcreative design from the perspective of the practicing engineer. The primary objective of thiscourse is to help students
students devote considerable effort to the design and developmentof their projects, but that they are not as motivated to devote time and effort to writing. As aresult, their final reports often have significant problems with organization, clarity, andeffectiveness. Therefore, we recently adopted several new strategies to improve the quality ofstudent writing. Our goals were to 1) encourage students to work on their writing earlier andthroughout the semester; 2) engage every student in each team in the writing process; 3) usewriting as a tool to improve students’ understanding of the clinical problem that they areaddressing and how their design addresses their client’s needs; and 4) improve the quality of thefinal reports.To achieve these goals
c American Society for Engineering Education, 2012Applying Dynamics to the bouncing of game balls: experimental investigation of the relationship between the duration of a linear impulse and the energy dissipated during impact.AbstractThis paper discusses experiments done as a class assignment in a Dynamics course in order toinvestigate the relation between the duration of a linear impulse and the energy dissipated duringimpact. After analysis had been presented in lecture on the relation between work and energy andon the connection between linear impulse and linear momentum, a series of distinct but relatedprojects was assigned as hands-on applications of the results of analysis.In project one, it was shown that
engineering and other STEM-disciplinestudents to the university, retains them, and makes them more marketable to employers whenthey graduate. Each alternative capstone design team operates as much as possible like a realcompany in the private sector and is run by the students. Team sizes range from 10 to 70 or moremembers. All team members have prescribed responsibilities corresponding to their level ofmaturity, abilities, and technical education. Team members define problems, develop and designsolutions, perform testing and analyses, make recommendations, manufacture parts, stay withinbudgets and schedules, and manage multiple projects. This alternative capstone design programhas converted the traditional classroom into a multi-year
significantly from the pre- to the post-phases of design activities. In addition, students’ ability to evaluate the quality of the verticalalignment generated with the driving simulator increased significantly after they completed thatpart of the highway design project. As a result, including a driving simulator as a virtual realitytool for analyzing the quality of highway design can improve the way students perceive andengage in the highway design tasks. This was especially useful since the target students were partof mandatory courses not directly related to their major. Students’ suggestions for expanding theuse of the driving simulator to other parts of the course complemented the above findings.MotivationThe new generation of students identified
Engineering Kimberly Cook-Chennault is an Assistant Professor in the Mechanical and Aerospace Engineering De- partment at Rutgers University and Associate Director for the Center for Advanced Energy Systems (CAES). She holds B.S. and M.S. degrees in mechanical engineering from the University of Michigan and Stanford University, respectively, and a Ph.D. in biomedical engineering from the University of Michi- gan. Prior to receiving her doctorate, Cook-Chennault worked at Ford Motor Company, Cummins Engine, Visteon, and Lawrence Livermore National Laboratories as a summer intern and Project Engineer. As a product engineer with Ford and Visteon, she designed seat and washer bottle assemblies, and established design
learned and demonstrate critical thinking and where instructors assessedstudent responses using a critical thinking rubric.The purpose of this paper is to describe a recently developed and implemented application of theEFFECTs methodology, explaining key aspects of the pedagogical rationale with specificlearning activities and student outcomes. The materials that were provided to students areprovided in this paper, along with descriptions and discussion of observed benefits andchallenges associated with implementing an EFFECTs-oriented design project in a first yearintroductory engineering course, so that engineering educators can evaluate the suitability ofimplementing EFFECTs in their own courses.IntroductionBig class sizes, students with