Copyright © 2008, American Society for Engineering Education2. Brian Sturhan, Lee Howard, Brian Meixell, Juan Montelongo, Manmeet B. Patil,Farrokh Attarzadeh, “Endless Coffee Pot,” Technology Interface, Volume 8, no. 1, Fall2007, http://technologyinterface.nmsu.edu/Fall07/ (Last accessed on 02/08/2008).3. Attarzadeh, Farrokh, “Innovations in Laboratory Development for ComputerEngineering Technology Programs,” IJME (International Journal of ModernEngineering, Volume 7, No 2, Spring 2007,http://www.ijme.us/issues/spring2007/sl2007paper1attrasheh.pdf, (Last accessed on02/08/2008).4. Boodram, P., Brown, T. R., McNeilly, R. A., Mohammed, M., Mahesh, R., andAttarzadeh, F., “High Temperature Automobile Protection System,” ASEE-CoEDJournal, VOL. XVI, No. 4
other products. C2B2 issupported by state, institutional, and industry funds. The center includes the three primary stateuniversities and the National Renewable Energy Laboratory (NREL). At CU-B most of theefforts associated with this center are located in the Department of Chemical Engineering(http://www.colorado.edu/che/c2b2/index.html). Recently, the CHEN degree added an option toallow students to gain competence in energy-related areas. The Energy Option allows studentsto select one of three core concentrations: fossil fuels or petroleum, photovoltaics, and biofuels.Course requirements for each option are shown in Table 1. Note that students pursuing thesecurriculum options have no remaining free technical electives in their 4-year B.S
free developmenttools now allow each student to have access to state of the art development tools and hardware.Students must be provided access to these industry leading tools to be competent and competitivein the marketplace.A study to be conducted at Washington State University will measure changes in studentperformance and retention when first year engineering students have exposure and unlimitedaccess to state of the art development tools and hardware. Data will be collected from surveys,exams, project reports, laboratory assignments, and homework.Quantitative data will be analyzed by comparison to historical data gathered from studentgroups that did not have exposure to and unlimited access to development tools.Qualitative data will be
MS in civil engineering from CU-Boulder.Jacquelyn Sullivan, University of Colorado at Boulder JACQUELYN F. SULLIVAN is founding co-director of the Integrated Teaching and Learning Program and Laboratory. She co-created and co-teaches a First-Year Engineering Projects course, an Innovation and Invention course, and a service-learning Engineering Outreach Corps elective. Dr. Sullivan initiated the ITL's extensive K-12 engineering program and leads a multi-institutional NSF-supported initiative that created TeachEngineering, an online collection of K-12 engineering curricula. Dr. Sullivan has 14 years of industrial engineering experience and directed an interdisciplinary water resources
enhanced learning obtained from integrating elements of the learning environmentwhere it yields optimal results considering learning, costs, and complexity9,10,11. An SIenvironment seeks to integrate course content and the learning process with content from othercourses, the educational setting, accessible assessment/feedback, and family and studentinvolvement. Integration of the educational setting takes advantage of the many opportunities forguided learning in settings outside of the classroom and laboratory and allows for makingstronger connections by instructing students in different mental and/or emotional states. Interests Goals STUDENT Aspirations Values Activity #1: Activity #2
AC 2008-2957: INCORPORATING EXPECTATION FAILURES IN ANUNDERGRADUATE FINITE ELEMENT COURSEVince Prantil, Milwaukee School of Engineering Vince Prantil is an Associate Professor in Mechanical Engineering at the Milwaukee School of Engineering. Dr. Prantil received his BS, MS, and PhD in Mechanical Engineering from Cornell University. His research interests lie in micro-structural material modeling, finite element and numerical analysis. He was a senior staff member at Sandia National Laboratories California in the Applied Mechanics and Materials Modeling departments for eleven years. He joined the mechanical engineering faculty at MSOE in September 2000.William Howard, East Carolina University
ethics by participating in agroup exercise, which has included group skits and presentations in past semesters. Students areput in groups and asked to present or act out a given ethical situation. The class then participatesin a discussion about what they have just observed. This introduction to professional ethics Page 13.716.3becomes the foundation for ethical training received in the upperclassman years.BSE sophomore year: ethics instructionBSE sophomores are required to take an Introduction to BSE course which includes an oilextraction laboratory. The lab exercise focuses on reintroducing the systems concept to studentsthrough process flow
AC 2009-902: IMPROVING AN ABET COURSE ASSESSMENT PROCESS THATINVOLVES MARKER PROBLEMS AND PROJECTSBruce Murray, State University of New York, Binghamton Bruce T. Murray is a professor of mechanical engineering at the State University of New York at Binghamton and is the Director of Undergraduate Studies in the ME Department. He received the B.S. and M.S. degrees in ME from Rutgers University in 1978 and 1980, respectively, and the Ph.D. degree in ME from the University of Arizona in 1986. Earlier in his career he was a Member of Technical Staff at Bell Laboratories where he was involved in system thermal management and reliability. He also was a research engineer at the National Institute of
Ethics & Computer Ethics: methods and concepts from Computer Ethics with significant implications for engineering research and practice such as intellectual property, privacy, and safety-critical systemsPlans call for the online modules to be piloted in a graduate engineering course in earth systemsmanagement as well as a graduate course in ethics and emerging technologies.Model IV – Ethics and the LabThis model is based on the idea that scientists and engineers sometimes disregard traditionalethics training in the classroom because they don’t see how the lessons could pertain to theirdaily work or how the ethics instructor could understand their situation. Holding these sessionsin laboratories where the students are comfortable
programming environment d. If programming is not a major component of the course, then assigning a programming project involving a student competition is perhaps not a good idea, particularly if the class includes a significant number of students with prior programming experiences.LabVIEW ProgrammingLabVIEW (Laboratory Virtual Instrumentation Engineering Workbench) is a visualprogramming language from the National Instruments. LabVIEW uses a dataflow programmingmodel in which the output of each computation node is calculated when all the inputs aredetermined for that node. The calculations take place concurrently for nodes that do not have adata dependency. LabVIEW has been used in educational settings for implementing capstonedesign
collaborationbetween students, faculty, librarians and outside contributors as well as ensure the sustainabilityof the project in coming years.The Smart House is a student-led, multidisciplinary project to retrofit an existing house to be aliving-laboratory. The house will be a platform for testing innovations in the areas of energy,health, environment, interaction, and lifestyle. The ultimate goal of the organization is toimprove the quality of life for those living and working in an urban residential setting. TheSmart House is a collaborative design project not only across different disciplines, but alsoacross student year and domain knowledge levels. This collaboration produces a wide array ofstudent information needs and presents a unique opportunity for
director withquestions and concerns.2.2 Overview of the ProcessThe process overview section describes what the IPPD program is and how it operates, thegeneral philosophy of the approach, and the benefits of industry participation. The overviewemphasizes the educational aspects of the IPPD program. It is important to reinforce thateducational success is the primary mission and that project success is secondary.The IPPD program provides both classroom and laboratory experience that show: ≠ How fundamental engineering science is relevant to effective product and process design ≠ That design involves not just product function but also manufacturability, cost, schedule, reliability, quality, customer preferences and life cycle issues ≠ How to
program outcomes (Criterion 2, a-k).3 Text Citation and Full textbook citation (if applicable) and any additional Study Materials reference materials issued to the student.4 Homework Self explanatory. Assignments and Samples of Student Work5 Projects and Self explanatory. Samples of Student Work6 Laboratory Self explanatory. Experiments and Samples of Student Work7 Exams and Self explanatory. Samples of Student Work8 Course-level Behind this tab is an end of semester summary sheet Assessments that organized by course objective (see sample form, Figure 1). Contribute to For each course objective, an assessment instrument
the middle of the summer, internsusually begin scheduling and coordinating their own extracurricular events. These activities arecritical to the team building and warm environment fostered at SPIRE-EIT.The Research EnvironmentThe architecture and interior design of the SPIRE-EIT research environment promotes opendiscussion and teamwork. The laboratory is located in the Engineering Teaching and ResearchComplex (ETRC), central to Iowa State University’s efforts to strengthen engineering education,research, and outreach. The workspace consists of five “pods” of three computers, one pod foreach research team of three participants. The space is open and flexible with the one wall servingas a whiteboard and projection space for five different
I and II sequence.This course deals with the fundamentals of Linear Systems.We cover topics such as description and analysis of continuous-time anddiscrete-time signals and systems, differential equations and difference equations,convolution, Z-transforms, transfer function. The Fourier Series, Fourier Transforms, FourierIntegral, etc. (see course outline for more details).In short, there are five main parts to this course:1. Continuous-Time (CT) Signals,2. Continuous-Time (CT) Systems3. Fourier Series4. Transforms (Laplace, Fourier, Z)5. Discrete-Time (DT) Signals6. Discrete-Time (DT) SystemsLab ContentsThe laboratory part of the course consists of five laboratory assignments. Some of the labsrequire the use of MATLAB. The titles of the
AC 2009-2429: MULTI-INSTITUTION TEAM TEACHING (MITT): A NOVELAPPROACH TO HIGHLY SPECIALIZED GRADUATE EDUCATIONWilliam Heffner, Lehigh University Bill Heffner is the associate director of the International Materials Institute for Glass at Lehigh University where he has been since 2004. In this position he facilitates research exchanges promoting new functionality for glass and is developing an e-based glass learning curriculum for the glass research community as well as developing hands on experiments for the young science enthusiasts.Prior to this current role, for 25 years he was with AT&T Bell Laboratories and Agere Systems as a distinguished member of technical staff. Bill has taught
there were two 45-minute lectures chose to do their work during their assigned times.and two one-hour problem classes. These classes were heldin a large computer laboratory with 128 Macintosh™ Tuesday, 22 August 1995 11:35:03 AM LOGI 11:35:09 AM stack "Login to Dynamics 100"; card "loginCard"; goToProblemAfter 12090 11:35:19 AM stack "Kinematics Tests 1 v1"; card id 13074; 12100; openCard 11:35:39 AM stack "Kinematics Tests 1 v1"; card id 13074; 12100; studentAnswer = -16.52m/s^2 11:35:47 AM stack "Kinematics Tests 1 v1"; card id 13074; 12100; dialog: Your answer is incorrect. Try again for 2 marks, or view the help for 2 marks. (Help, *Try Again, ) 11:37:43
students have had a chance to listen to the instructor’s missionstatement. In our classes, we had all of our colleagues in learning providing their own mission statement forthe course.Self Evaluation Concept from William Glasser to Improve Teaching We are attempting to apply William Glassar’s (1986, 1993) recommended process for self evaluationwith the aim of producing quality work, in our case, quality teaching in the classroom and laboratory. Adeliberate process is important when improved quality, reduced cost, and reduced delivery time (QCD) areimportant. We think this is the situation in teaching. There is a high interest in improved quality, in fact thishas always been true in higher education. There is always a limit on cost
design experience is developed and integrated throughout the curriculum"1. A new curriculum, which provides greater flexibility to upper division students to meet their diverseinterests and which enhances the design experience for lower division students, was implemented in Fall,1995 as a result of that effort. A new, four-credit hour "Introduction to Mechanical Engineering" replaced aone-credit hour course in the old curriculum so substantial design and curriculum integration can beimplemented; this course was taught for the first time in Winter Quarter, 1996. Other lower-divisioncurriculum ehancements include three new courses: (a) a one-credit hour, sophomore-level laboratory courseintegrating materials, manufacturing and design was
real data, with the assistance of an instructor, one is able to illustrateexperimental error.Demonstrations and Experiments As mentioned above, an integral portion of the interactive approach is the presentationof hands-on experiences both in the classroom and in an accompanying laboratory. A summaryof the demonstrations and laboratories developed for this course is given below:First Semester1. Conservation of Energy 1996 ASEE Annual Conference Proceedings Page 1.276.5 A putty ball was raised above a table top, then released. It was explained that as the ball fell, the initial potential
mind.” We all learn best by experience. Teaching is not defined by the knowledge we give too the students,but rather teaching is that which stimulates students to gain knowledge. “The eye must do its own seeing, theear its own hearing, and the mind its own thinking, ..” states Dr. Gregory. Not an easy thing to do with a largeroom full of students, but still a worthy and necessary goal. The laboratory orientation of most engineeringcurricula serves well to aid in meeting this “law.” Rules for teachers, as prescribed by Dr. Gregory, include: (1) Excite the students’ interest in the subject.. attempt to awaken inquiry; (2) place yourself frequently in the position of a student among your students, andjoin in the search for some
Page 14.840.10example with the aid of photographs. In addition, some knowledge about laboratory andworkshop facilities in South Africa beforehand would have been useful in terms of preparationsrelated to fabrication and construction work. From a communication standpoint, more than onevideo conference was regarded as necessary and holding such a conference soon after theformation of the teams was recommended. It was also suggested that more regularcommunication between team members be prescribed either via email or through group phone orweb-based conferences.There was also a suggestion to build in more social time with the South African students, forexample inviting them to socialize at the bed and breakfast facility. With respect to
University, TAs have been employed to coverundergraduate lecture courses in addition to the laboratory classes typically taught by TAs, due Page 14.223.3to the departure of faculty and the hiring of new faculty with reduced teaching loads. To help theTAs, the author of this article taught a special topics course during the spring 2008 semesterbased on the ExCEEd teaching model. The purpose of the course was to introduce and exposeTAs to the ExCEEd teaching model and assess teaching effectiveness. Topics of the ExCEEdmodel were presented at weekly class meetings. TAs were observed at the beginning and endingof the semester to assess each TAs
recruitment and retention efforts of the department and program.Besides the technical skills to be acquired, one of the purposes of these courses is viewedto be enticing the student in the field of study, motivating them to learn more, and in turnstay with the program. In a continuously demographically changing classroom,instructors face the challenge of adjusting the content of the course and the projects suchthat both the lecture and laboratory assignments are suitable, interesting, and useful forall types of students; these students include traditional recent high-school graduatestudents, transfer students with some prior college course credit, professional students,and other mature students.In the classical style of teaching this course, it has
Enhancing Interdisciplinary Interactions in the College of Engineering and Natural SciencesIntroduction and Project GoalsA team of faculty members in the College of Engineering and Natural Sciences at The Universityof Tulsa (TU) began work in July 2004 on a National Science Foundation (NSF)-funded Course,Curriculum, and Laboratory Improvement (CCLI) Project (Proposal # 0410653). This two-yearproject was based on the use of Interdisciplinary Lively Application Projects (ILAPs)1 as avehicle for strengthening connections among science, engineering, and mathematicsdepartments2. The concept of ILAPs originated from a consortium of 12 schools led by theUnited States Military Academy (USMA) with an NSF funded project, Project
an effective and efficient learninggroup of students.In a paper he presented at the 2004 ASME Heat Transfer/Fluids Engineering SummerConference at Westin Charlotte & Convention Center, Charlotte, North Carolina (July11-15, 2004) the author raised five questions : 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component ? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals ? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies
leadingcorporations and National Laboratories, and as entrepreneurs. In Hispanic BusinessMagazine recently, UTEP was named Number One in the Top Ten Engineering Schoolsfor Hispanics [1]. Clearly, UTEP produces a large number of high quality baccalaureategraduates.1 This material is based upon work supported by the National Science Foundation under Grant No. DUE-0411320. Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation. Support was alsofrom the PACE program (www.PACEpartners.org) and the author gratefully acknowledges their support
, and enhance communication betweenthe instructor and students.With the reform effort, students developed professional non-technical and technical skillssimultaneously in an integrated mode. The concept for this approach was based on thenotion that technical information and new knowledge acquisition can be achieved in bothformal and informal modes [ 3] . Formal learning experiences occur in lectures delivered by theinstructor while informal learning is obtained through the self-directed and team-basedprojects with appropriate instruction. Professional skills including communication skills,teamwork skills and lifelong learning skills were integrated with up-to-date technical skillsdevelopment in laboratory-rich and hands-on projects.The course
publication, submitting grant proposals, participating in professional societies,and working on departmental and university committees.Teaching is considered the primary activity for faculty members and carries the highest weight(65%) toward the tenure decision. As a result a great deal of effort is channeled each year intoevery aspect related to teaching courses. Lectures are updated to improve class discussions andunderstanding; laboratory exercises are restructured to provide the right emphasis; homeworkassignments are refreshed; and projects are rejuvenated to increase the application of the subjectmatter. All of this effort is aimed at increasing the students’ comprehension of the material beingstudied. Regrettably this process creates a
Laboratory at MIT. She received her Ph.D. in Sociology from Boston University. Her research interests include the assessment of innovations in pedagogy and the use of educational technology.Rafael Bras, Massachusetts Institute of Technology RAFAEL L. BRAS is Edward Abdun Nur Professor of Civil and Environmental Engineering and of Earth Atmospheric and Planetary Sciences at MIT. Dr.Bras' undergraduate and graduate degrees are from MIT, where he joined the Faculty in 1976. He is a former Department Head and Chair of the Faculty. His research interests are in hydrology. His educational interests revolve around Terrascope, the program described in this paper.Kip Hodges, Massachusetts Institute of