Laboratory for Responsible Manufacturing (LRM) at Northeastern University since September 1999. She has also been employed as an Assistant Professor by Yildiz Technical University till February 2006. Dr. Kongar is currently an Assistant Professor at Bridgeport University and a Part-Time Researcher in the Center for Industrial Ecology at Yale University. Her research interests include the areas of supply chain management, logistics, environmentally conscious manufacturing, product recovery, disassembly systems, production planning and scheduling and multiple criteria decision making. She has co-authored several technical papers presented at various national and international
12SAFETY:SAFETY WILL BE STRESSED AT ALL TIMES DURING THE COURSE AND IS THE RESPONSIBILITY OFEVERYONE.Safety glasses: There may be tours taken during the semester which require the use of safetyglasses. It is not anticipated that the students will need to use any of the laboratories with powermachines in them for this class. However, if the need arises during the semester, in accordancewith the Illinois State Law, all students must wear safety glasses in the laboratory whenlaboratory work is in progress. During the regular school year safety glasses may be purchasedthrough the ISU Construction Management Student Chapter.TRANSPORTATION:Every attempt will be made to provide university transportation for students to participate in fieldtrip activities, but
dualgraphics displays allowing the student to use one display for his or her personal workspace,while the second display could be used to view/share information with the instructor’s desktop,or to share into other students work during collaborative sessions. This project was started inmid-August 2007 and assessment results are presented in this article for Fall 07 and the early partof Spring 08.IntroductionOne of the thrusts for our Biological and Agricultural Engineering Department curriculum is topromote the active learning aspects for our engineering students during classroom lectures aswell as during laboratory experiments needed for the course1. Based on student technology fees,departmental and collegial funds, two collaborative classrooms were
AC 2007-1964: WHY PEDAGOGY MATTERS: FACULTY NARRATIVESSusan Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Associate Professor and Coordinator of Electrical Engineering at the University of San Diego. Her teaching and research interests include electronics, optoelectronics, materials science, first year engineering courses, as well as feminist and liberative pedagogies. Dr. Lord served as General Co-Chair of the 2006 Frontiers in Education Conference. She has been awarded an NSF CAREER and ILI grants. Dr. Lord’s industrial experience includes AT&T Bell Laboratories, General Motors
experimentation projects EAS 112 Methods of problem-driven, use of algorithm development, use Engineering Analysis18 spreadsheet and of computer tools, statistics, programming to develop numerical methods, algorithms to solve programming concepts engineering problems EAS120 Chemistry with a second semester science laboratory taught from an Applications in BioSystems course, provides background engineering perspective, for further study of chemistry includes design and analysis and
incorporating documents such asproposals, laboratory reports, and design reports into engineering courses.22, 24, 35 Few, if any,offer models in which first-year composition courses serve as sites to ground students’ rhetoricaldevelopment in college and provide the framework for subsequent communication learning.Fewer still take full advantage of the broad skill base developed in the composition classroom. In Page 12.1135.4fact, disturbingly, a number of authors speak quite disparagingly of English courses, as thefollowing examples suggest: • “Traditional composition courses cannot adequately prepare students for the writing required to solve
Page 12.315.5Technology (BMIT )”, who involves testing, maintenance, repair, and calibration of theequipment used to deliver health care. The Biomedical Instrumentation Technician (BMIT),who also known as a Biomedical Equipment Technician, or Biomedical EngineeringTechnician (BMET), works closely with other health care professionals. They are commonlypart of the hospital engineering division. Specialization areas include clinical radiology,ultrasound, cardiac monitoring, nuclear medicine laboratory, respiratory care, and therapeuticequipment. Graduates find employment with hospitals, biomedical instrumentationmanufacturers, and service organizations that specialize in biomedical instrumentation.Future Development of Biomedical Engineering:In
2006-2472: HOW TO ENGINEER A WINNING COMPETITION PROJECT:LESSONS LEARNED FROM THE HUMAN POWERED VEHICLE CHALLENGEJohn Gershenson, Michigan Technological University Dr. Gershenson is an associate professor of Mechanical Engineering – Engineering Mechanics at Michigan Technological University in Houghton, Michigan and directs the Life-cycle Engineering Laboratory. Professor Gershenson performs research in the areas of life-cycle product architecture and lean and sustainable design and manufacturing. Specific research interests include: product and process architecture, product platforms, modular product design, lean manufacturing, lean engineering, life-cycle design, and design for the environment
signals, and synthesis of digital diffractive elements. He has been a visiting summer faculty Page 11.1336.1 member at IBM Watson Research Center in Yorktown Heights, NY, Sandia Labs in Livermore, CA, and Hewlett-Packard Labs in Palo Alto, CA. In addition, he has consulted extensively for industry and government laboratories. Professor Allebach is a Fellow of the IEEE, a Fellow of the Society for Imaging Science and Technology (IS&T), and a member of the Optical Society of America. In 1987, he received the© American Society for Engineering Education, 2006 Senior Award from the IEEE
and at Honeywell Industrial Automation and Controls), combat pilot decision support and mission management (at Honeywell Defense Avionics Systems), robotics (at AT&T Bell Laboratories), and surveillance (at AT&T Bell Laboratories). In these areas, he developed and applied technologies including distributed, component-based software architectures, software and systems engineering process models, intelligent control, the semantic web, and real-time artificial intelligence. In 1999, Dr. Hawker joined the Computer Science Department at the University of Alabama as an Assistant Professor focusing on software engineering, and in 2004 he moved to the Software Engineering
Science I Introduction to essential programming concepts using C. Decomposition of programs into functional units; control structures; fundamental data structures of C; recursion; dynamic memory management; low-level programming. Some exposure to C++. Laboratory practice. (Intended for non-CS/CE majors).4. Cp Sc 1010 Introduction to Unix An introduction to the Unix workstations used in the College of Engineering CADE Lab. Topics include the X Windows system, Unix shell commands, file system issues, text editing with Emacs, accessing the World Wide Web with Netscape, and electronic mail. Self-paced course using online teaching aids.5. Math 1210 or 1270 Calculus I or Accelerated Engineering Calculus I
througha laboratory oriented curriculum. From the initial conception of the camp there has been strongindustrial support through the local chapter of InfraGard. The role of industry will be describedthroughout the paper. The goals of summer camp are provided below. • Convey an overview of computer security • Educate students on computer networking concepts as they pertain to security • Instruct students on the uses of different type of cryptography • Provide an understanding of how information warfare is conducted • Provide an opportunity for students to interact with security professionals • Visit several local companies to understand what types of jobs are available in computer security • Introduce students the
light of our prior experience teachingsimilar robotics practica both remotely (using our WWW infrastructure) and in a traditional in-person laboratory setting. We compare and contrast examples of student work, including criteriafor richness of interpersonal interaction, quality of engineered artifacts, and overall quality ofstudent documentation and journals. We conclude with concrete suggestions to further improveonline practicum courses in general, as well as a plan to test these suggestions in future offeringsof our own online robotics practicum.1. IntroductionFormal knowledge-based classroom instruction is necessary for the education of engineers.However, engineering education also requires practicum components in which students
obtained in collaboration with colleagues from the Page 11.234.12Central Connecticut State University and Gettysburg College. The CCLI NSF grant obtained bythe University of Hartford is entitled “Machine Learning Laboratory Experiences for IntroducingUndergraduates to Artificial Intelligence”. The goals of this grant are: (a) Highlight the bridgethat machine learning provides between AI and modern software engineering, and (b) Introducestudents to an increasingly important research area, thus motivating them to pursue research inthis area9. It is worth pointing out that the dissemination potential of Dr. Russell’s CCLI A&Igrant is
system course covers fundamentalconcepts and applications of small (8-bit) and larger (OS-based) embedded systems, real-timeconcepts and applications and includes class and laboratory work in interfacing sensors andactuators to embedded systems. Within this context we added a module to teach the aboveprinciples of sensor mesh networking, combined with a single lab experience. The objectives ofthe module were that students should • Be cognizant of the evolution and need for sensor-mesh networking in embedded systems • Be cognizant of the features and constraints of mesh networking systems. Including current and emerging standards. • Be able to describe and work with the principles of implementation (networking, routing
short quiz given at the end of each class.Advantages and Disadvantages of the New Design of Teaching Slides The new design of teaching slides features a succinct sentence headline that provides themain assertion of the slide as has been advocated by Lawrence Livermore National Laboratories[4]. However, this new design also calls for visual evidence to support this assertion as well assome specific formatting guidelines as described in The Craft of Scientific Presentations [5].The guidelines for the new design, as outlined in Table 1, were developed through critiquesessions of more than 400 graduate research and senior laboratory presentations over four years,primarily at Virginia Tech [3]. Shown in Figure 1 is an example of a
a particular place of time,and demands a time for learning and further education. The intrinsic characteristics of theelectronic education are probably the main factors for its development.General CharacteristicsGeneral Environmental Requirements (Basic Facilities) 1. Virtual classroom space including all requirements (teaching program, virtual laboratory, virtual examination,…etc) 2. presentation of web-based course material and graphics, with instructor image 3. presentation of voluminous course texts in memo fields 4. facilities for question/answer dialog between the student and the instructor 5. Search facilities for the offered courses' database using the XML or other script
. He teaches a course in Internal Combustion Engines that emphasizes mathematical modeling of thermophysical systems. He also teaches a senior laboratory course that introduces principles of experiment design and small-sample statistics. Dan’s doctoral research involves use of catalytic ignitors to support combustion of water/ethanol fuel. Dan also manages the UI Small Engine Research Facility – helping students with the FutureTruck, Formula SAE, and Clean Snowmobile Challenge competitions. He received a UTC Student of the Year award in 2003 for his efforts. Page 11.12.1Marie Racine, University of
2006-1758: SOFTWARE EVALUATION OF AN AUTOMATED CONCEPTGENERATOR DESIGN TOOLCari Bryant, University of Missouri-Rolla CARI BRYANT is a Ph.D. student at The University of Missouri-Rolla, Department of Mechanical and Aerospace Engineering. The objective of her research is to develop design methods and tools that build on existing design knowledge to support the design process, specifically during the concept generation phase of product development. In 2003 Cari received a M.S. degree in mechanical engineering and an M.S. degree in biomedical engineering from the University of Michigan while doing research in the University of Michigan Orthopaedic Research Laboratories. Contact: crb5ea
back through the gas diffusion layer, bipolar plate, and electricload where they react with the protons and oxygen to form water. For more informationregarding fuel cell construction, the reader is referred to the text of Larminie and Dicks11or the Los Alamos National Laboratory fuel cell website12.Finite Element ProblemsIn this paper we develop five modules in the following areas: • Fluid Flow o The first module concerns the flow of polymer melts in a capillary rheometer. We note that rheology needs to be understood for compression molding analysis of complex bipolar plate designs. The objective of the module is to determine the velocity profile for laminar and power-law fluids
number of universities, such as Massachusetts Institute of Technology (MIT), provideinternational experiences for students which involve research. Such programs typically involveplacing one or two students at a time. The student travels to an abroad laboratory and conductsresearch under the guidance of a faculty member or post doc, etc.Exemplary ProgramsA number of exemplary programs were studied as part of the survey. Shuman et al. provide anoverview of some of these programs.9 The University of Rhode Island has also compiled a list ofprograms as part of the Ninth Annual International Engineering Colloquium.10 Several of thesewill be reviewed in this section.Of the programs studied, WPI appears to send the largest fraction of students abroad
Paper ID #7543Examining the Innovation-Decision Process: A Preliminary Study of the AIChEConcept WarehouseMs. Debra Gilbuena, Oregon State University Debra Gilbuena is a Ph.D. Candidate in the School of Chemical, Biological, and Environmental Engi- neering at Oregon State University. She currently has research focused on student learning in virtual laboratories. Debra has an M.B.A., an M.S., and four years of industrial experience including a position in sensor development, an area in which she holds a patent. Her dissertation is focused on the charac- terization and analysis of feedback in engineering education. She also
and power. He has received several patents and published over a hundred technical papers related to pulsed flow, combustion systems, and biological fluid flow. He established the Combustion & Propulsion Research Laboratory in Indianapolis and a pioneering Purdue University research program in wave rotor constant-volume combustion in collaboration with engine industry. He was twice awarded the Abraham Max Distinguished Professorship, as well as the Frank Burley Distinguished Professorship – the highest honors of the Purdue University School of Engineering and Technology for research and service accom- plishments, respectively. He has consulting experience related to injury and patent litigation, emissions
forintroducing new material by grounding it in existing knowledge, being open to multiplemodes of learning, and having students begin to learn about forces, couples etc. byworking with those examples that they can perceive either by manipulating with theirown hands or by viewing resulting deformation or motion. 4 They also argue forsignificant interaction and discussion in the classroom. Williams and Howard discuss thevalue of a laboratory experience or classroom demonstration in helping students learn theelementary statics concepts and further advise that students estimate and evaluateexpected outcomes in advance.5 O’Neill et al report on a successful lab lecture hybridinterdisciplinary mechanics course that uses longer meeting times and
0.002% uncertainty. To somestudents, this appears to be a reasonable if not a preferred representation of the final answer. Inan engineering thermodynamics course, this concept is more difficult for students since propertyvalues reported in tables often are specified at 6 significant digits, which can be interpreted as1/500000 or 0.0002% uncertainty. Having property values in thermodynamic tables expressed to6 significant digits, contributes to the students’ perception that more digits are better.Students are expected to learn to estimate uncertainties in laboratory measurements and be ableto propagate these to final reported measurement values. This is expected in ABET1 outcome (b)describing the “ability to design and conduct experiments
. Page 23.800.2 c American Society for Engineering Education, 2013 Interdisciplinary Design – Forming and Evaluating TeamsAbstractThe College of Architecture and Environmental Design at California Polytechnic StateUniversity has offered an upper division, interdisciplinary experience for every student inthe form of a project based, team oriented five unit studio laboratory. The course is nowin its fifth year and requires small teams of architecture, engineering and constructionstudents to complete the schematic level design of an actual building for a real client. Thequality of the projects and student deliverables has been outstanding and students areclearly meeting the objective to prepare an integrated
Engineering Education Annual Conference and Exposition, Conference Proceedings.[22] Kaput, J. & Roschelle, J. (1996). SimCalc: MathWorlds. [Computer software].[23] Watson, A., & Mason, J. (2006). Seeing an exercise as a single mathematical object: Using variation to structure sense-making. Mathematical Thinking and Learning, 8(2), 91–111.[24] Thornton, R. K. (1987). Tools for scientific thinking - microcomputer-based laboratories for teaching physics. Physics Education, 22, 230-238.[25] Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal
courses in the areas of robotics and automation for both engineering and engineering technology programs. He is the coordinator of the Robotics and Automation Laboratory in the school. Page 23.850.1 His research interests include robotics, mechatronics, controls, and industrial automation. Dr. Cheng has published his research developments in refereed journals, proceedings, and book chapters. He is a member of IEEE and IAJC. c American Society for Engineering Education, 2013 Paper ID #6888Mr
and facilitator vs. “the sage onthe stage”), and the class is accompanied by a laboratory where students actively apply andpractice the material they learn in class. Anecdotally, student-written assessment comments tothe instructor at the end of the semester often reflected that students felt they had worked harderper credit in the leadership principles class than in their other classes, but that this extra effortwas worth it. Electively taking and working harder in a non-required class requires intrinsicmotivation. Given the rich literature on the power of intrinsic motivation17, 18 and its effect on Page 23.851.14passion, interest, and
: The National Academies Press.10) Denson, C. D., & Hill, R. B. (2010). Impact of an engineering mentorship program on African- American male high school students’ perceptions and self-efficacy. Journal of Industrial Teacher Education, 47(1), 99-127.11) Sanders, T. (2004). No Time to Waste: The Vital Role of College and University Leaders in Improving Science and Mathematics Education. United States Department of Education. http://www.ecs.org/html/Document.asp?chouseid=548012) Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory