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Development of Senior Design Sequence with Integration of Undergraduate Research Component

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

ET Curriculum and Programs II

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/1-2--34460

Permanent URL

https://peer.asee.org/34460

Download Count

83

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Paper Authors

biography

Ilya Y. Grinberg SUNY Buffalo State

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llya Grinberg graduated from the Lviv Polytechnic Institute (Lviv, Ukraine) with an M.S in E.E. and
earned a Ph.D. degree from the Moscow Institute of Civil Engineering (Moscow, Russia). He has over 46 years of experience in design and consulting in the field of power distribution systems and design automation as well as teaching. He has over 50 published papers. Currently he is professor of engineering technology at
SUNY Buffalo State. His interests are in the field of electric power distribution systems analysis, design automation, systems engineering, and engineering technology education.

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Abstract

Research experience for undergraduate students is an important tool, which not only exposes students to research methodologies but also improves their organizational skills and learning outcomes.

To increase efficiency of such an experience, a single semester senior design course at XXX was converted to a two-semester sequence. Two major objectives were set during development of the sequence: to make assessment of student learning outcomes more effective and to incorporate undergraduate research. Design of the sequence started with identification of ABET student learning outcomes to be assessed and establishing clear links between these outcomes and such research skills as analysis, synthesis, evaluation, and dissemination of results. Special attention was payed to mentoring students at various stages of the sequence. This includes regular meetings with faculty and technical advisors, assistance with proposals preparation (for funding of projects and conferences), as well as peer review and peer mentoring.

The paper will detail development of policies and procedures for senior design sequence, student learning outcomes targeted for assessment, assessment tools, as well as review of projects performed during the first three years of the two-semester sequence.

Grinberg, I. Y. (2020, June), Development of Senior Design Sequence with Integration of Undergraduate Research Component Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34460

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