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Project-Based Learning Integrating Engineering Technology and Engineering

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

ETD Learning Approaches

Tagged Division

Engineering Technology

Tagged Topic


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Paper Authors


Wesley L. Stone Western Carolina University

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Dr. Wes Stone is an associate professor in the Department of Engineering and Technology at Western Carolina University in Cullowhee, NC. He earned his bachelors degree from the University of Texas at Austin, masters degree from Penn State, and PhD from Georgia Tech, all in Mechanical Engineering. His research interests include manufacturing processes and quality techniques. He also serves as the program director for Engineering Technology at WCU.

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Hugh Jack P. Eng. P.E. Western Carolina University Orcid 16x16

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Dr. Jack is the Cass Ballenger Distinguished Professor of Engineering and Department Head of the School of Engineering and Technology within Western Carolina University. His interests include robotics, automation, and product design.

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Project Based Learning (PBL) provides opportunities for students to apply theoretical design knowledge to solve practical problems at all levels of the curriculum. Graduates of these programs are extremely well prepared for industry with skills including project management, team-work, and customer focused design. The programs at XXXXX provide a series of five PBL courses from the freshman to the senior year. The last two of these courses form the fourth year capstone sequence where students do projects for external sponsors, typically companies. Leading up to this point the students learn and apply the skills required for successfully executing major technical projects.

This paper will outline the shared PBL course sequence at XXXXX in the School of XXXXX. The School houses disciplines ranging from Electrical to Mechanical Engineering. More uniquely, the Engineering Technology and Engineering programs are not separated into separate schools. As a result the PBL project teams contain a multidisciplinary mix of students with a range of practical and theoretical approaches. PBL instructors embrace this diversity and foster an environment that is much more productive and capable that a single program experience could offer. The PBL sequence will be described including course content and project work that concurrently addresses the ABET criteria for ETAC and EAC accreditation. Lessons that have been learned will be shared for other schools hoping to create a similar curricular experience.

Stone, W. L., & Jack, H. (2017, June), Project-Based Learning Integrating Engineering Technology and Engineering Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28770

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