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Developing a Vertically Integrated Project Course to Connect Undergraduates to Graduate Research Projects on Smart Cities Transportation Technology

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Horizontal and Vertical Integration

Tagged Division

Civil Engineering

Tagged Topic

Diversity

Page Count

13

Permanent URL

https://peer.asee.org/28135

Download Count

133

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Paper Authors

biography

Jack Bringardner NYU Tandon School of Engineering Orcid 16x16 orcid.org/0000-0002-5980-384X

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Jack Bringardner is an Assistant Professor in the First-Year Engineering Program at NYU Tandon School of Engineering. He studied civil engineering and received his B.S. from the Ohio State University and his M.S and Ph.D. at the University of Texas at Austin. His primary focus is developing curriculum and pedagogical techniques for engineering education, particularly in the Introduction to Engineering and Design course at NYU. He has a background in Transportation Engineering and is affiliated with the NYU Civil and Urban Engineering department.

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Abstract

This academic practice paper describes the design of a new Vertically Integrated Projects course on smart cities at New York University Tandon School of Engineering. It provides an overview of smart cities topics and related project-based design curriculum. The goal of this paper is to make this type of course transferable to other universities. Vertically Integrated Projects, a program based at Georgia Institute of Technology, has expanded to a consortium of 24 universities. The goal of this program is to provide long-term research projects to undergraduate students. Typically, five to thirty students from all grade levels and disciplines work under a faculty advisor on a team project. Sophomore to senior students receive one credit hour per semester and must enroll for at least three consecutive semesters. Requiring multiple semesters helps students to advance the project’s complexity and move through ranks of leadership. Teams recruit students at the sophomore level and can have leaders through the graduate level. This research paper documents the preparation of a Vertically Integrated Projects course focused on creating innovative technology for smart cities initiatives. Four sub-teams will be working on different aspects of smart cities: including quantified cities, autonomous vehicles, connected infrastructure, and shared mobility.

Bringardner, J. (2017, June), Developing a Vertically Integrated Project Course to Connect Undergraduates to Graduate Research Projects on Smart Cities Transportation Technology Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28135

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