June 22, 2003
June 22, 2003
June 25, 2003
8.748.1 - 8.748.11
Integration of Class and Laboratory in Engineering Technology
Alberto Gomez-Rivas, and George Pincus Professor and Chair of Engineering Technology, and Professor and Dean College of Science and Technology, University of Houston-Downtown
This paper examines use of integrated class/lab and assignment of real practical problems in a specialized Engineering Technology program (Structural Analysis and Design). Courses in structural design combine theory, testing and applications. Typically, the problem is presented as a specific application and includes hands-on laboratory testing of structures. All student work is conducted in the laboratory (located in the same room as the classroom). For example, a 3-D computer model of a bridge is created according to specified geometry; then loads are applied to the structure to evaluate its strength. Finally, theoretical results are reviewed using computer results and appropriate modifications are applied to the design. Students also perform extensive tests of concrete mixes every semester, design and build actual beams, columns, or slabs that are tested to failure. Students are also exposed every summer to the latest technologies in total stations, global positioning systems (GPS), and global information systems (GIS).
For many years, student data has indicated that retention of students in the Structural Analysis and Design courses has been consistently high (94%+). Analysis of student exit interview results indicate that integration of class/labs, extensive use of computers, and assignment of real engineering problems, are the main reasons for student success.
Engineering Technology Bachelor of Science Program
This program covers the design of structures, bridges, buildings, towers, and offshore platforms and in general what is called civil structures. However, the program is not civil engineering because that field is considered broader. All aspects related to structural design are part of the program, including soil mechanics, foundation design, and GIS-GPS surveying. The Technology Accreditation Commission of the Associated Board for Engineering and Technology (TAC/ABET)* accredits the program. Figure 1 shows the program curriculum.
All courses in structural design combine theory, testing and applications. Typically, the problem is presented as a specific application. For example, in the design of a bridge, a 3-D computer model of the bridge is created according to specified geometry; then loads are applied to the
* Accreditation Commission of the Accreditation Board for Engineering and Technology, 11 Market Place, Suite 1050, Baltimore, MD 21202-4012, telephone (410) 347-7700
Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education
Gomez-Rivas, A., & Pincus, G. (2003, June), Integration Of Class And Laboratory In Engineering Technology Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11947
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015