Innovative Methods In Teaching Fundamental Undergraduate Engineering Courses
- Conference
- Location
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Chicago, Illinois
- Publication Date
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June 18, 2006
- Start Date
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June 18, 2006
- End Date
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June 21, 2006
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Mechanical Engineering
- Page Count
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13
- Page Numbers
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11.769.1 - 11.769.13
- DOI
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10.18260/1-2--545
- Permanent URL
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https://peer.asee.org/545
- Download Count
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518
Paper Authors
Amir Rezaei West Virginia University Inst. of Tech.
Dr. Amir Rezaei is an Associate Professor of Mechanical Engineering at California State Polytechnic University,Pomona. His research interests include Anisotropic Elasticity, Composite Materials, Vibration, and Stability. He is an active member of American Society of Engineeirng Education (ASEE) and is currently serving in Design Division (DEED) of this society. He has taught across the mechanical engineering curriculum as well as developing new courses in graduate and undergrduate levels.
Marco Schoen Idaho State University
Gurdeep Hura West Viginia University Inst. of Tech.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Innovative methods in teaching fundamentals of undergraduate engineering courses
Amir G. Rezaei, Ph.D. Marco P. Schoen Ph.D. Gurdeep Hura, Ph.D. Umesh Korde, Ph.D.
Mechanical Engineering Department California State University, Pomona Idaho State University West Virginia University Institute of Technology South Dakota School of Mines and Technology
Abstract
Some of the fundamental theories in undergraduate engineering tend to be highly theoretical and mathematically complex such as Vibration, Strength of Material, Controls, Electrical and Kinematics Theories. The traditional treatment in teaching these theories may not be beneficial for some undergraduate students who can be classified as visual learners or poorly prepared in early courses in science or mathematics. Engineering coursework should be multi-disciplinary, collaborative, active learning and accommodate students from a variety of backgrounds. Our engineering graduates should realize that a good portion of the engineering skills is dedicated to actually applying the fundamental theory and asking the right questions, in addition to trying to find a solution. With the availability of fast computers and software available for every subject, it is now possible to teach students much more than what we could in the past using the traditional tools. Through the use of modern technology we could help students to develop intuition and judgment for problems, which could not been possible through traditional chalk and board techniques. These tools can make student who is “weak” analytically to understand the fundamental theories in engineering more fully and be able to apply them when they are practicing in the filed. It is the intent of this paper to gather and present some of the useful demonstrations of simulation of the fundamental theories in engineering created in new software tools and share the experience with other engineering educators to enhance teaching in the classroom.
Rezaei, A., & Schoen, M., & Hura, G. (2006, June), Innovative Methods In Teaching Fundamental Undergraduate Engineering Courses Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--545
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