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Integration Of Class And Laboratory In Engineering Technology

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Curriculum Development in Civil ET

Page Count

11

Page Numbers

8.748.1 - 8.748.11

Permanent URL

https://peer.asee.org/11947

Download Count

12

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Paper Authors

author page

Alberto Gomez-Rivas

author page

George Pincus

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2649

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

Abstract

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

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