Board 111: Transformative Approach of Engineering Technology Curricula Based on Sustainability, Systems Thinking, Creativity, and Alignment with Industry Needs

Irina Nicoleta Ciobanescu Husanu; Yalcin Ertekin

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Engineering Technology Division (ETD) Poster Session
Tagged Division: Engineering Technology Division (ETD)
Permanent URL: https://peer.asee.org/46667

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Paper Authors

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Irina Nicoleta Ciobanescu Husanu Drexel University

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Dr. Irina Ciobanescu Husanu is Engineering Technology Program Director and Associate Clinical Professor with Drexel University, Department of Engineering, Leadership and Society. She received her PhD degree in mechanical engineering from College of Engineering at Drexel University and her BS/MS in Aeronautical Engineering from Aerospace Engineering College at Polytechnic University of Bucharest, Romania. Her area of expertise is in thermo-fluid sciences with applications in micro-combustion, fuel cells, green fuels and plasma assisted combustion. Dr. Husanu has prior industrial experience in aerospace engineering that encompasses both theoretical analysis and experimental investigations such as designing and testing of propulsion systems including design and development of pilot testing facility, mechanical instrumentation, and industrial applications of jet engines. Also, She is an experienced faculty, 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 undergraduate and graduate courses in ET Masters program. She is coordinator and advisor for senior design projects for Engineering Technology.

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Yalcin Ertekin Drexel University

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Yalcin Ertekin, Ph.D., CMfgE, CQE is a clinical professor in the College of Engineering, Department of Engineering Leadership and Society at Drexel University, Philadelphia, and serves as the Associate Department Head for Undergraduate Studies for the Engineering Technology program. He received his BS degree from Istanbul Technical University in Turkey, an MSc in Production Management from the University of Istanbul, an MS in Engineering Management, and an MS and Ph.D. in Mechanical Engineering from the University of Missouri Rolla. He has also been a Certified Manufacturing Engineer (CMfgE), awarded by the Society of Manufacturing Engineers (SME) since 2001, and a Certified Quality Engineer (CQE) awarded by the American Society for Quality (ASQ) since 2004. In addition to positions in the automotive industry, Dr. Ertekin has held faculty positions at Western Kentucky University and Trine University. In 2010, he joined Drexel University's College of Engineering as an associate clinical professor. He has been instrumental in course development and the assessment and improvement of the Engineering Technology (ET) curriculum, including integrated laboratories, project-based learning, and practicum-based assessment. Dr. Ertekin serves as the faculty advisor for the student chapter of the Society of Manufacturing Engineers (S058). Involved in research, Ertekin has received funding from the National Science Foundation (NSF), private foundations, and industry. His research has focused on the improvement of manufacturing laboratories and curricula and the adoption of process simulation into machining and additive manufacturing practices. His areas of expertise are in CAD/CAM, manufacturing processes, machine and process design with CAE methods, additive and subtractive manufacturing, quality control and lean manufacturing.

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Abstract

Reimagining engineering technology curricula is an imperative endeavor driven by the evolving programmatic needs of the engineering technology major. In a rapidly changing technological landscape, engineering technologists play a pivotal role in the practical application of engineering principles and the advancement of sustainable solutions. To meet the demands of this dynamic field and ensure that graduates are well-prepared for the challenges of the 21st century, it is essential to adopt an educational approach that encompasses the diverse dimensions of sustainability, systems thinking, and innovative teaching methods. This comprehensive strategy not only enriches the education of engineering technology majors but also equips them with the essential skills and knowledge required to address the multifaceted sustainability challenges in their professional pursuits. In the subsequent discussion, we delve into the multifaceted approach aimed at transforming engineering technology education to better align with the needs of students, industry, and the rapidly changing world of technology and sustainability. Certainly, the educational approach described in the proposed paper involves a multifaceted strategy for enhancing sustainability and creativity considerations in engineering education: Incorporating Sustainability in Core Courses: The approach recommends integrating sustainability analysis into fundamental engineering courses like Mechanics, Dynamics, and Thermo-fluid science. This educational strategy aims to lay a strong foundation for understanding and addressing sustainability challenges. Course Learning Outcomes: The proposed approach includes developing course learning outcomes for fundamental courses that emphasize function decomposition and a system thinking approach. This involves teaching students to analyze systems from a holistic perspective, breaking them down into components and functions, and scaling back up to the system level. Innovative Teaching Methods: The educational approach emphasizes the use of innovative teaching methodologies, such as "Engineering for One Planet" and brainstorming techniques. These methods are designed to engage students in the engineering design process, fostering a deeper understanding of the trade-off between design parameters. Expanded Curriculum: The approach involves re-imagining Thermodynamics courses to include examples of systems and systems decomposition, focusing on functional function identification and in-depth study of functions. This is intended to increase student engagement and their comprehension of the relationships between design parameters. PBL - Mini-Projects: Incorporating mini-projects into higher-level courses is part of the approach, allowing students to study concepts related to energy savings opportunities in industrial processes. This hands-on approach helps students apply their knowledge to real-world sustainability challenges. Capstone Design Integration: The educational approach integrates various sustainability frameworks into capstone design projects. This includes using Life Cycle Analysis for concept generation, incorporating entrepreneurial mindset (EM) concepts for economic analysis, and applying Engineering for One Planet (EOP) principles for sustainability. Biomimicry: The approach suggests incorporating principles of biomimicry in fundamental courses and capstone concept generation. This educational strategy leverages nature-inspired design solutions. LCA Tools: Transitioning from one LCA tool (CESEdu) to another (GaBi) is part of the approach, providing students with exposure to a wider range of tools for sustainability assessment. Energy Process Assessment: Integrating energy process assessments into courses enhances students' understanding of the energy aspects of sustainability. Business Model Canvas: The approach recommends incorporating the business model canvas, with a focus on sustainability, into capstone design projects. This emphasizes the importance of economic viability alongside environmental and social sustainability. This educational approach is designed to equip engineering students with the knowledge, skills, and perspectives needed to address complex sustainability challenges in their projects and future careers

Citation
Format

Ciobanescu Husanu, I. N., & Ertekin, Y. (2024, June), Board 111: Transformative Approach of Engineering Technology Curricula Based on Sustainability, Systems Thinking, Creativity, and Alignment with Industry Needs Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46667

TY  - CPAPER
AB  - Reimagining engineering technology curricula is an imperative endeavor driven by the evolving programmatic needs of the engineering technology major. In a rapidly changing technological landscape, engineering technologists play a pivotal role in the practical application of engineering principles and the advancement of sustainable solutions. To meet the demands of this dynamic field and ensure that graduates are well-prepared for the challenges of the 21st century, it is essential to adopt an educational approach that encompasses the diverse dimensions of sustainability, systems thinking, and innovative teaching methods. This comprehensive strategy not only enriches the education of engineering technology majors but also equips them with the essential skills and knowledge required to address the multifaceted sustainability challenges in their professional pursuits. In the subsequent discussion, we delve into the multifaceted approach aimed at transforming engineering technology education to better align with the needs of students, industry, and the rapidly changing world of technology and sustainability.
Certainly, the educational approach described in the proposed paper involves a multifaceted strategy for enhancing sustainability and creativity considerations in engineering education:
Incorporating Sustainability in Core Courses: The approach recommends integrating sustainability analysis into fundamental engineering courses like Mechanics, Dynamics, and Thermo-fluid science. This educational strategy aims to lay a strong foundation for understanding and addressing sustainability challenges.
Course Learning Outcomes: The proposed approach includes developing course learning outcomes for fundamental courses that emphasize function decomposition and a system thinking approach. This involves teaching students to analyze systems from a holistic perspective, breaking them down into components and functions, and scaling back up to the system level.
Innovative Teaching Methods: The educational approach emphasizes the use of innovative teaching methodologies, such as &quot;Engineering for One Planet&quot; and brainstorming techniques. These methods are designed to engage students in the engineering design process, fostering a deeper understanding of the trade-off between design parameters.
Expanded Curriculum: The approach involves re-imagining Thermodynamics courses to include examples of systems and systems decomposition, focusing on functional function identification and in-depth study of functions. This is intended to increase student engagement and their comprehension of the relationships between design parameters.
PBL - Mini-Projects: Incorporating mini-projects into higher-level courses is part of the approach, allowing students to study concepts related to energy savings opportunities in industrial processes. This hands-on approach helps students apply their knowledge to real-world sustainability challenges.
Capstone Design Integration: The educational approach integrates various sustainability frameworks into capstone design projects. This includes using Life Cycle Analysis for concept generation, incorporating entrepreneurial mindset (EM) concepts for economic analysis, and applying Engineering for One Planet (EOP) principles for sustainability.
Biomimicry: The approach suggests incorporating principles of biomimicry in fundamental courses and capstone concept generation. This educational strategy leverages nature-inspired design solutions.
LCA Tools: Transitioning from one LCA tool (CESEdu) to another (GaBi) is part of the approach, providing students with exposure to a wider range of tools for sustainability assessment.
Energy Process Assessment: Integrating energy process assessments into courses enhances students&#39; understanding of the energy aspects of sustainability.
Business Model Canvas: The approach recommends incorporating the business model canvas, with a focus on sustainability, into capstone design projects. This emphasizes the importance of economic viability alongside environmental and social sustainability.
This educational approach is designed to equip engineering students with the knowledge, skills, and perspectives needed to address complex sustainability challenges in their projects and future careers
AU  - Irina Nicoleta Ciobanescu Husanu
AU  - Yalcin Ertekin
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 111: Transformative Approach of Engineering Technology Curricula Based on Sustainability, Systems Thinking, Creativity, and Alignment with Industry Needs
UR  - https://peer.asee.org/46667
ER  -