organisms flourish together. This ideology is possiblethrough the creation of technical solutions by engineering programs which have incorporated thiscurrent issue within its curricula. By representing both industrial and environmental ideals,classroom curricula can address various obstacles to bridge these polar entities. Students canthen develop creative methods in the laboratory with special research projects. Laboratoryresearch reinforces learning through hands-on application of classroom principles, while alsoproviding a significant atmosphere for technical collaboration with industrial contacts.A strengthened infrastructure of international environmental regulation for industry is necessaryfor maintaining a healthy balance in the relationship
include plans to useexperiments or case studies from your research in your lesson plans, as well as the use ofinterested students from your courses as undergraduate research assistants. NSFencourages the use of undergraduates in research, and offers supplemental funding to theCAREER grant to support this activity through the Research Experiences forUndergraduates (REU) program.8 NSF also encourages visits to foreign researchfacilities, and collaboration with foreign institutions in research and educationalactivities. In addition, partnerships with industry, national laboratories, and K-12 schoolsare considered good examples of activities that can integrate research and education. Asyou think about integrating research and education, it can be
serve as sources of new technologies that might be commercialized by incubatorclient firms and other regional start-ups. Universities can also provide other valuable servicesand unique resources to both the incubator, its clients and other regional start-ups such as (1)Faculty / technologist managerial or technical consulting on a pro bono or fee basis (2) Studentinterns and employees (3) Access to technical labs, facilities and equipment (4) Access todatabases and researchers (5) Access to research and development financing through programssuch as SBIR – federal grant funding is greatly enhanced when incubator clients submit a jointproposal with a university or federal laboratory (6) Additional services and resources includingpatent knowledge
have shownthat universities serve as sources of new technologies that might be commercialized by incubatorclient firms and other regional start-ups. Universities can also provide other valuable servicesand unique resources to both the incubator, its clients and other regional start-ups such as (1)Faculty / technologist managerial or technical consulting on a pro bono or fee basis (2) Studentinterns and employees (3) Access to technical labs, facilities and equipment (4) Access todatabases and researchers (5) Access to research and development financing through programssuch as SBIR – federal grant funding is greatly enhanced when incubator clients submit a jointproposal with a university or federal laboratory (6) Additional services and
during group activities vary each week. In-classExplorations and case studies present students with challenging context-rich problems thatrequire teamwork, communication, and time management. The weekly laboratory exercise is anintegral part of our curriculum. Over the course of the semester, students conduct nine laboratoryexperiments that emphasize experimental design. For each one, a guided inquiry portionintroduces the experimental setting under standard conditions. Students then discuss the baselinedata and choose a question to investigate. An experimental design is developed, critiqued by aTA, adjustments are made, and the experiment is carried out. Because our classroom and lab areintegrated, the spirit of discovery carries over from labs
turbine that will rotate along the vertical axis to capturebi-directional flow patterns. With the financial support from the Department of Energy (DOE),and other support from the National Renewable Energy Laboratories, and the University ofMinnesota’s St. Anthony’s Falls Laboratory, Verdant Power was able to design and testcomposite blades (improving from the generation 4 model) as well as optimize the new rotordesign. Figure 6 illustrates the dimensional comparison between the generation 4 and generation5 turbines. Both generation 4 and 5 designs includes patented technologies. 14Figure 6: KHPS Turbine comparison.Ocean Renewable Power CompanyCorporate Leadership Ocean Renewable Power Company’s (ORPC) headquarters is based out of Portland
,” International Journal of Engineering Education, vol. 32, no. 5, pp. 2134–2150, 2016.[10] D. E. Bolanakis, E. Glavas, and G. A. Evangelakis, “An Integrated Microcontroller-based Tutoring System for a Computer Architecture Laboratory Course,” International Journal of Engineering Education, vol. 23, no. 4, p. 785, 2007.[11] R. T. Castles, T. Zephirin, V. K. Lohani, and P. Kachroo, “Design and implementation of a mechatronics learning module in a large first-semester engineering course,” Education, IEEE Transactions on, vol. 53, no. 3, pp. 445–454, 2010.[12] W. K. Durfee, “Mechatronics for the masses: a hands-on project for a large, introductory design class,” International Journal of Engineering Education, vol. 19, no. 4, pp. 593
interactions Ability to customize 3D virtual environments (such as lecture halls, laboratory spaces, virtual instrumentation, etc.) based on the course topics Ability to create and import relevant 3D models into the virtual space Programmatic control of 3D objects to develop interactive simulations (with or without a physics engine)The virtual world technology in this study supported many activities, including special topicslectures and demonstrations on robotics, virtual discussion sessions involving 3D models ofmicrocontrollers, virtual office hours and mentoring, and a virtual poster session. The virtualposter session allowed teams of students to present work that was shared in a 3D environmentwith other students in
Challengecompetency, hands on project/research, involves completion of some experience in a researchsetting related to the scholar’s challenge. This could include laboratory work, collection of dataor surveys, investigations into potential solutions for their Grand Challenge, etc. The secondcompetency is interdisciplinary curriculum, wherein the student is encouraged to take coursesoutside of their specific discipline. Entrepreneurship, the third competency, aims to developstudent’s skills in working with investors, business plans, and market analyses that are just ascrucial as the engineering technical solution. The GCSP Global dimension, the fourthcompetency, aims to develop students’ global perspectives and assist in their understanding ofthe global and
, electrical insulation parts, and rubber gloves12,13.Hot dipping activity resource requirements are vinyl plastisol, metal mandrel molds, and anappropriate oven. A convection countertop oven can be used to instead of a laboratory oven if itsinternal height is sufficient to allow mandrels to hang as they heat, nominally at least 6 inches(150 mm)14. The required heating temperature for vinyl plastisol is 400 ᵒF so the oven should beable to reach a temperature of at least 450 ᵒF. The vinyl plastisol can be dyed to different colorsby adding colorant if desired.The hot dip process must be completed in a well-ventilated area. To prepare for the hot dipprocess, mandrels preheat in the oven while students stir the vinyl plastisol dispersion thoroughlyto
Engineering’s Engineering Education Research Center at the University of Pittsburgh. Prior to joining the University of Pittsburgh, he was a science educator at Biological Sciences Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to pro- mote science, mathematics, and technology (STEM) education. While at Florida State University
by such factors as education, participation in professional societiesand licensure. The program must also demonstrate the faculty have sufficient authority to ensureproper guidance of the program. Both of these can be demonstrated using the Hoshin Kanrimatrix by adding rows/columns intersecting the faculty rowsFigure 4: Hoshin Kanri Matrix for Criteria 2 - 6Criterion 7: Facilities ISO 9001:2015 states “The organization shall determine, provide and maintain theinfrastructure necessary for the operation of its processes to achieve conformity of products andservices”. [8] If you replace infrastructure with “classrooms, offices, laboratories, and associatedequipment” and conformity of products and services with “attainment of student
justify more faculty. One measure of department productivity is the number of students takingclasses from that department. A university core course can greatly boost a department’sproductivity in this area.ResourcesIn addition to faculty, other resources are needed for the course. Based on current models, it ishighly desirable to include a laboratory component in the course. For that, money will be neededfor equipment, supplies, and, unless the class is small, assistants in the lab. Additional labtechnicians may be needed; hopefully, undergraduate students could be hired as lab assistants. Ifthe course is either another elective option or is replacing another course in the core, adequateclassroom and lab space should be available.MaterialsPeople
. 2017) and a Masters of Science in Computer Science (Dec. 2018). He is currently an RPI Engineering Ambassador and is participating in research with Professor Agung Julius from the RPI ECSE department as well as research with the Worldwide Computing Laboratory group (https://wcl.cs.rpi.edu/) directed by Professor Carlos Varela. He has also worked as an engineering intern for Sikorsky Aircraft (Summer 2015, Summer 2016).Timothy Andrew Spafford, Rensselaer Polytechnic Institute Timothy Spafford is a fourth year student at Rensselaer Polytechnic Institute, pursuing both a B.S. in Mechanical Engineering and a M.B.A. At RPI he is involved in the Engineering Ambassador program, where he is a student ambassador as well as a
., graduate teaching assistants, mixedundergraduate/graduate courses, research seminars and presentations, undergraduate researchopportunities in a graduate laboratory). Unfortunately, not all colleges have a graduate programthat provides these same opportunities. As a prime example, Wentworth Institute of Technologyis an undergraduate-centric college, without a day-time graduate program or on-campus graduatestudents. This likely puts the undergraduate students at a disadvantage, as they are not exposed toa graduate community; as well as decreasing the overall interest in graduate school, as studentseither don’t know it is an option, or don’t understand what they will be doing in graduate schooland why and when it matters for career success.A team of
tofeel where the tension was”. “I learned how to apply it to real life rather than memorizing it for anexam”.Introduction and BackgroundConventional engineering lectures are structured to present students with theory pertaining to aspecific scientific principle, followed by examples and practice problems. Once the students arepresented with the theory, their knowledge is usually reinforced with a laboratory experiment onthe material. This approach focuses on having students remember information for laterapplication. The issue with this approach is that students begin to think in terms of set test cases.If they are presented with a problem, they attempt to relate it to an example they have seen beforeand approach the solution in the same manner
. He has been active in the technology application research and teaching training courses for the local industries and technology application centerMr. Nestor Escobales P.E., Old Dominion University Mr. Escobales is a licensed professional engineer (PE) with 18 years of progressive structural engineering experience in the US. Mr. Escobales expertise is in the area of pre-engineered metal buildings (PEMB), low rise building construction, and forensic engineering. Mr. Escobales is a graduate from the University of Illinois at Urbana-Champaign (UIUC) and is currently serving as the Civil Engineering Technology Program Director at Old Dominion University in Norfolk, VA. He is also the Materials Laboratory Direc- tor
investigations such as designing and testing of propulsion systems including design and development of pilot testing facility, mechanical instrumentation, and industrial applications of aircraft engines. Also, in the past 10 years she gained experience in teaching ME and ET courses in both quality control and quality assurance areas as well as in thermal-fluid, energy conversion and mechanical areas from various levels of instruction and addressed to a broad spectrum of students, from freshmen to seniors, from high school graduates to adult learners. She also has extended experience in curriculum development. Dr Husanu developed laboratory activities for Measurement and Instrumentation course as well as for quality control
ubiquitous technology, mobile devices, into construction managementcoursework shows much promise [9,10,11]. However, the literature only provides two specificexamples of how mobile devices have actually been incorporated [5,12]. Reyes et al. (2015) [5]describe the incorporation of iPads into an undergraduate blueprint reading course, and foundthat students were more efficient in completing the class exercise when able to familiarizethemselves with a hard set of blueprints ahead of working with the blueprints on a mobile device.Cline and Davis (2013) [12] describe the integration of iPads into a construction materials andmethods laboratory course. They stated that the incorporation of iPads (1) facilitatedcommunications between the student and the
a formal studentsurvey for this and similar exercises, such as the one involving pump performance [7]. Thereflections presented here are based on instructor observations. These observations haveprovided useful guidance regarding how the exercise should be structured, and also places in theclassroom component of the course where more thorough instruction is needed in areas likeproblem solving techniques. A few key observations are as follows: 1. The students appear to become well engaged in the tasks related to taking measurements in the laboratory. They tend to show enthusiasm for distributing tasks among the team members and in coming up with plans for how they will execute the measurements. They appear to enjoy the data
Muci-Kuchler, South Dakota School of Mines and Technology Dr. Karim Muci-K¨uchler is a Professor of Mechanical Engineering and Director of the Experimental and Computational Mechanics Laboratory at the South Dakota School of Mines and Technology (SDSM&T). Before joining SDSM&T, he was an Associate Professor of Mechanical Engineering at the University of Detroit Mercy. He received his Ph.D. in Engineering Mechanics from Iowa State University in 1992. His main interest areas include Computational Mechanics, Solid Mechanics, and Product Design and Development. He has taught several different courses at the undergraduate and graduate level, has over 50 publications, is co-author of one book, and has done
University. During 2006-2010, he was Chair of the Department of Engineering and Aviation Sciences, Founder and Director of the Center for 3-D Visualization and Virtual Reality Applications, and Technical Director of the NASA funded MIST Space Vehicle Mission Planning Laboratory at the University of Maryland Eastern Shore. In 2010, he joined Eastern Michigan University as an Associate Dean in the College of Technology and currently is a Professor in the School of Engineer- ing Technology. He has an extensive experience in curriculum and laboratory design and development. Dr. Eydgahi has served as a member of the Board of Directors for Tau Alpha Pi, as a member of Advi- sory and Editorial boards for many International
and surrounding areas, where the first tubular digester was installed in 1999.Fabricio Camacho, a Ph.D. Candidate in Agricultural Engineering at the UGA-CR and GeneralManager and Associate Director of UGA-CR, expanded the use of digesters to several farms inthe region that previously did not treat their agricultural waste. Local farmers implemented ninetubular digesters to varying levels of success. UGA-CR is a valuable in-country partner becauseit hosts approximately 800 students a year, mostly from Costa Rica and the United States, forclassroom, laboratory, and field education and research.3 Agricultural Treatment System AnalyzedAn agricultural waste treatment system in Costa Rica was analyzed in a civil engineering courseat CSU-Chico
. To make minimal impacton student credit hours, the course was designed as a one semester, 2 credit hour course. Thisallows first-year students to take the course in the fall, spring, or summer terms. Fitting thatquantity of students into a makerspace and having a meaningful experience resulted in thestructure of a 2 hour live meeting once per week for a maximum of 49 students per section. Thiswill result in approximately 33 sections; 14 in the fall, 14 in the spring, and 5 in the summer. Adedicated makerspace classroom and 3D printer room for the Engineering Design & Societycourse is part of a building currently under construction with an opening date within the nextyear. To limit the in-makerspace time to 2 laboratory hours, 1 credit
mechanics and heat transfer and is examining research topics in laboratory education in those fields. Prior to CSUM, Dr. Tsai was a Member of the Technical Staff in the Fluid Mechanics Group at The Aerospace Corporation. Dr. Tsai earned his Ph.D., M.S., and B.S. at the University of California, Berkeley in Mechanical Engineering. c American Society for Engineering Education, 2019 Measuring Information Fluency Instruction: Ethical Use of Images in Engineering Student PresentationsAbstractThe ACRL Framework for Information Literacy for Higher Education, “Information Has Value”frame includes the knowledge practice of “articulate the purpose and distinguishingcharacteristics of
to grade senior-capstone projects. [16] Jones and Abdallah haveventured into the area of performance indicators as a means to pinpoint more specific outcomesin a course. [17] Nayak et. al. has worked to compose rubrics that look to bridge the gap betweenthe course-outcomes in a laboratory setting to program-outcomes outlined by their department ofComputer Science and Engineering. [18] For Knecht, Moskal and Pavelich, their focus wascentralized around measuring and tracking growth in the design program at the Colorado Schoolof Mines. [19] In a study by Dancz, Plumblee II et al, civil engineering students were assessedduring their ‘Grand Challenge Sustainable Entrepreneurship Projects.’ [20] As evidenced by theabove, there is significant
and explanation of multi-scale material behavior can broaden students’ understanding of materials and mechanics, and assistthem to link mechanics concepts to materials behavior they observe in laboratory testing.Assessment of education outcomes of M3E moduleTraditional assessment based on student performance by solving given problems does not provideenough information about how students internalize and organize the knowledge presented to them.In particular, it is difficult to design a set of testing problems that can efficiently evaluate studentunderstanding of broad solid mechanics concepts and their relationship with manufacturing anddesign knowledge. However, such insight is necessary for educators to help students achievedeeper learning
classroom spaces, active learning, responsive teaching, and elementary school engineering teachers.Mr. Magel P. Su, University of Michigan Magel P. Su is a PhD student in the Department of Applied Physics and Materials Science at the California Institute of Technology. He earned a B.S.E in materials science and engineering and a minor in chemistry from the University of Michigan. At Michigan, he was a member of the Ultrafast Laser - Material Interac- tion Laboratory and the Engineering Honors Program. He also served as an instructor for several courses including Introduction to Engineering, Introduction to Materials and Manufacturing, and Structural and Chemical Characterization of Materials.Mr. Max William Blackburn
gene regulation during development in Drosophila melanogaster in his newly established Laboratory of Molecular Genetics at SAU. Dr. Melton received his B.A. degree in biology from the University of North Carolina at Chapel Hill, the M.S. degree in developmental biology from North Carolina A&T State University and the Ph.D. in developmental neurophysiology from the University of Maryland at College Park. He also conducted c American Society for Engineering Education, 2019 Paper ID #27241postdoctoral research in molecular genetics at the University of North Carolina at Chapel Hill’s School ofMedicine.Dr
teaching awards, and since 2016 he has been appointed to the Postgraduate Research Program at the National Energy Technology Laboratory (NETL) administered through Oak Ridge Institute for Science and Education (ORISE).Mr. Spencer Mark SullivanProf. Kevin Chen c American Society for Engineering Education, 2019 Project-Based Learning of Optics and Photonics: How to Teach a Stand- Alone Technical Elective “Niche” Course?AbstractAt the typical engineering school, lasers and optics is an elective “niche” area, often with astandalone senior course offering. This course is generally taken by students in their final yearswhen they are ready to graduate and start their careers or graduate school. For