Workforce Development for Global Aircraft Design

2011 ◽  
Author(s):  
Jean Koster ◽  
Ewald Kraemer ◽  
Claus-Dieter Munz ◽  
Dries Verstraete ◽  
K. C. Wong ◽  
...  
Keyword(s):  
Workforce Development ◽  
Undergraduate Students ◽  
Systems Engineering ◽  
Engineering Students ◽  
Opportunity To Learn ◽  
Aircraft Design ◽  
Multidisciplinary Teams ◽  
Long Distance ◽  
University Of Colorado ◽  
The University

A delocalized international team of Graduate and Undergraduate students conceive, design, implement, and operate a 3 meter wingspan aircraft with the intent to investigate numerous new ‘green’ aircraft technologies. The project, known as Hyperion, teaches essential systems engineering skills through long-distance design collaborations with multidisciplinary teams of engineering students located around the world. Project partners are the University of Colorado at Boulder, USA, the University of Sydney, Australia, and the University of Stuttgart, Germany. The teams on three continents are distributed 8 hours apart; students can relay select work daily so that progress can “Follow The Sun (FTS).” As a result three workdays are packaged in one 24 hour period. The student teams operate as a single, independent entity; structuring themselves as a simulated industry operation. Thus, project management and systems engineering principles are learned through a real-world design and deliver experience. The project also teaches delocalized manufacturing: select components are manufactured by each team and integrated both in Stuttgart and Colorado, giving the students an opportunity to learn multifaceted design for manufacturing. The project incubated many problems which lead to mitigation techniques for global collaboration as well as generating a better educated workforce to enter modern industry.

Project-Based Learning: Microfluidic Lab-on-a-Chip Point-of-Care Medical Tests for Engineering Undergraduates

2017 ◽  
Author(s):  
Michael G. Mauk ◽  
Richard Y. Chiou ◽  
Carlos Ruiz ◽  
Dharma Varapula ◽  
Changchun Liu ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Systems Engineering ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Point Of Care ◽  
Lab On A Chip ◽  
Medical Diagnostics ◽  
Green Technology ◽  
Project Based Learning ◽  
Microfluidic Chips

Point-of-care (POC) medical diagnostics tests based on instrumented microfluidic chips are instructive and highly-multidisciplinary projects for undergraduate research and Senior Design. Students can apply their knowledge of fluid mechanics, heat transfer, optics, electronics and microcontrollers, materials, prototyping and systems engineering in translating and adapting a laboratory-based test for use in non-traditional venues. We discuss the design, prototyping, and testing of POC lab-on-a-chip (LOC) systems in an educational setting, where undergraduate students develop and demonstrate novel and practical POC tests. This application area serves as an effective gateway to the medical diagnostics field for engineering students, with opportunities for providing sustainable, appropriate, and ‘green’ technology to the developing world where healthcare infrastructure is lacking.

Effective NEMS Education and Training in an Undergraduate Course

2012 ◽  
Author(s):  
Nael Barakat ◽  
Heidi Jiao
Keyword(s):  
Undergraduate Students ◽  
Systems Engineering ◽  
Engineering Students ◽  
Educational Process ◽  
Undergraduate Engineering ◽  
Engineering Level ◽  
Hands On ◽  
Manufacturing Techniques ◽  
Increasing Demand ◽  
Micro Systems

Increasing demand on workforce for nanotechnology implementation has resulted in an exponential increase of demand on educational material and methods to qualify this workforce. However, nanotechnology is a field that integrates many areas of science and engineering requiring a significant amount of background knowledge in both theory and application to build upon. This challenge is significantly magnified when trying to teach nanotechnology concepts and applications at the undergraduate engineering level. A considerable amount of time is needed for an undergraduate engineering student to be able to design and build a useful device applying nanotechnology concepts, within one course time. This paper presents an actual experience in teaching hands-on applications in nanotechnology to undergraduate engineering students through an optimized model, within a normal course time. The model significantly reduces the time needed by undergraduate students to learn the necessary manufacturing techniques and apply them to produce useful products at the micro and nano levels, by ensuring that infrastructure and legwork related to the educational process are partially completed and verified, before the course starts. The model also provides improved outcomes as all its pre-course work is also tested with students working under different arrangements of professors’ supervision. The result is an optimized infrastructure setup for micro and nanotechnology design and manufacturing education, built with students in mind, to be completed within the frame of one semester course. The model was implemented at GVSU-SOE as the core hands-on part of a senior undergraduate course titled (EGR 457 nano/micro systems engineering). Students in the course were able to go through the design and build steps of different MEMS and NEMS products, while learning and utilizing cleanroom equipment and procedures. This was based on infrastructural arrangements by students preceding this class by a semester and working closely with the professors. Assessment was conducted on both sides of the model and results were collected for evaluation and improvement of the model.

An Evaluation of the Effects of Team Projects and Augmented Reality on Student Learning in Sustainable Building Science

2019 ◽  
Author(s):  
Cheng-Xian Lin ◽  
Nipesh Pradhananga ◽  
Shahin Vassigh
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Work Force ◽  
Building Design ◽  
Multidisciplinary Teams ◽  
Building Science ◽  
Sustainable Building ◽  
Team Projects

Abstract Sustainable building design and construction involves complex systems that require multidisciplinary teams from engineering, construction, and architecture, to design and analyze the systems at every stage of the process during the building’s life cycle. However, students who are the future work force are often trained in different disciplines across different colleges. When these students are grouped together to work on the building design and analysis, learning in a multidisciplinary environment could be both beneficial and challenging due to the difference in their background. In this paper, we report our experience and analysis of data examining the learning effectiveness of the undergraduate students from three cross-college departments in architecture, construction, and engineering. Using pre- and post-semester tests on selected building science problems, we have investigated how the student’s understanding of building science had changed through team projects. Particularly, for mechanical engineering students in the design of thermal/fluid systems classes, we analyzed whether a cross-college multidisciplinary team could do better as compared to a disciplinary-specific team within the same class. We also examined the potential effects of emerging technology, augmented reality, on student learning in the same team environment. It was interesting to find that students’ learning in discipline-specific teams can be improved as in the multidisciplinary teams, due to the challenges in the complexity of the projects.

scholarly journals “Biology of the Eye,” A Novel Multiformat Translational Elective for Medical Students

2019 ◽  
Vol 11 (01) ◽  
pp. e30-e35
Author(s):  
A. Marin ◽  
Joseph Brzezinski ◽  
Ram Nagaraj ◽  
Jasleen Singh
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Science ◽  
Colorado School ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Level Of Satisfaction ◽  
Medical Undergraduate ◽  
Elective Course ◽  
The University

Objective To allow medical undergraduate students an exposure to ophthalmology in the preclinical years as well as introduce concepts of basic and clinical science in ophthalmology for medical students. Methods The 10-session elective was offered to 2nd year medical students in the fall of 2016 and to 1st and 2nd year medical students in the fall of 2017 at the University of Colorado School of Medicine. The curriculum included a dissection laboratory, lectures, and journal reviews of key topics in ophthalmology with a basic scientist and clinician. At the conclusion of the sessions, the students evaluated this course by survey. Results Six medical students participated in the fall of 2016 and 11 students in the fall of 2017. The response rate was 83.33 and 100%, respectively. On a five- point Likert's scale, the students in both fall 2016 and 2017 rated the course as 4.7, indicating a positive reaction. Quality of learning objectives was rated as 4.4 and 4.5 in 2016 and 2017, respectively. Course management had a score of 4.4 and 4.6 in 2016 and 2017, respectively. Comments included: “I learned a lot about the eye I would not have known if I had not taken the course,” “I enjoyed the interplay between the clinical and basic science experts,” and “I liked the model of learning about a subject then looking at the research [sic].” Conclusions Based on the students' responses and level of satisfaction, we concluded that the elective course was successful at increasing medical students' exposure to ophthalmology at the University of Colorado School of Medicine while incorporating both basic and clinical science. Based on review of the students' feedback, modifications to the course included, expanding the course to 1st year medical students, limiting presentation times, simplifying presentation topics, and adding worksheets to guide article review sessions.

scholarly journals Learning Geomicrobiology as a Team Using Microbial Mats, a Multidisciplinary Approach

2007 ◽  
Vol 8 (1) ◽  
pp. 28-35
Author(s):  
Carlos Rios-Velazquez ◽  
Lilliam Casillas-Martinez ◽  
Pieter T. Visscher
Keyword(s):  
Undergraduate Students ◽  
Microbial Mats ◽  
Opportunity To Learn ◽  
Multidisciplinary Teams ◽  
Group Discussions ◽  
Educational Backgrounds ◽  
Significant Difference ◽  
Teaching Learning ◽  
Hypersaline Microbial Mats ◽  
Science Disciplines

Microbial mats are one of the best suited laminar organo-sedimentary ecosystems for students from different educational backgrounds to visualize the direct relationship between microbes and minerals. We have used tropical hypersaline microbial mats from Puerto Rico as educational tools to promote active learning of geomicrobiology introductory concepts for undergraduate students organized in multidisciplinary teams with biological and geological backgrounds. Besides field trips and independent research projects focused on microbial mats, four intensive workshops and one capstone activity were designed to expose students to the different geomicrobiology subdisciplines (microbiology, molecular biology, geology, and geochemistry). The teaching-learning process was assessed using pre- and posttests, group discussions, activities including Gallery Walks and exquisite cadaver’s, case studies, and focal interviews. While the posttest showed a significant difference in conceptual understanding, the Gallery Walk and the capstone activities demonstrated increase in the depth, coherence, and thoughtfulness in answering questions, including a clear integration of the different subdisciplines during their presentations. Finally, the main themes described by the students as important outcomes of their participation in the Research at Undergraduate Institutions: Microbial Observatory (RUI-MO) program were: (i) the opportunity to study and learn new and different science disciplines, (ii) the microbial mats were excellent tools to learn from and integrate different science disciplines, and (iii) working in multidisciplinary teams gave them the opportunity to learn from their peers’ discipline backgrounds. To our knowledge this is the first educational initiative that uses tropical hypersaline microbial mats to teach geomicrobiology in a multidisciplinary fashion.

scholarly journals Engineering with a Conscience

2004 ◽  
Vol 126 (04) ◽  
pp. 32-35 ◽  
Author(s):  
Gayle Ehrenman
Keyword(s):  
Engineering Students ◽  
Organizational Level ◽  
Non Profit ◽  
University Of Colorado ◽  
System A ◽  
Filtration System ◽  
Developing Communities ◽  
Infrastructure Project ◽  
The University

Volunteers are using low-tech engineering to have a high impact in developing communities. Volunteer teams of civil and environmental engineering students from the University of Colorado at Boulder and their professor installed a water delivery system that used no electricity. Engineers Without Borders (EWB) pairs professionals with volunteer engineering students to design and build an infrastructure project that a developing community has identified as a pressing need to help provide training, and to improve the quality of life for people in developing communities. In Santisuk, Thailand, EWB-USA volunteers installed a multipart filtration system, a covered spring box and new leach fields to clean up the contaminated water supply. Making more progress on the organizational level is the current goal of EWB-USA. The non-profit enterprise is working on getting a baseline organization in place that’s funded, so it can adequately control the quality of its project.

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals UNIVERSITY AND COMMUNITY COLLEGE STUDENTS CAN SHARE A LEARNING EXPERIENCE

2011 ◽  
Author(s):  
Barrie Jackson ◽  
Dale Dilamarter ◽  
Peter Spasov
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Multidisciplinary Teams ◽  
Engineering Technology ◽  
Technology Students ◽  
Team Projects ◽  
Student Teams ◽  
Queen's University ◽  
Team Student ◽  
The University

This paper describes a pilot collaboration between Queen’s University and Sir Sandford Fleming College of Applied Arts and Technology in Peterborough Ontario. Since 1994 Queen’s has offered projects where students learn by solving problems for fee paying industrial clients. Known as Technology Engineering and Management (TEAM) student participants form multidisciplinary teams to consult for business clients. In addition to engineering students, commerce and arts students have often participated in the teams. In the Applied Projects program at Fleming College, third year engineering technology student teams solve problems for enterprise sponsors. A pilot group of engineering technology students from Fleming College worked with students in two Queen’s University TEAM projects. In industrial practice, engineers and engineering technologists often collaborate on solving problems. This collaboration rarely occurs in an educational setting. In the 2002-2003 academic year the pilot exercise simulated the professional working relationship between engineers and technologists. This paper gives a description of the experience and the motivation to undertake this unique collaboration. The most important aspect of the presentation is a critical assessment of the University/College collaboration -- what worked, what problems arose, and what improvements are suggested.

Innovative Educational Collaboration between Colleges to Improve Disabilities and Enhance Learning

2011 ◽  
Vol 40 (2) ◽  
pp. 107-116
Author(s):  
MOLLY L. MCCLELLAND ◽  
DARRELL K. KLEINKE
Keyword(s):  
Nursing Students ◽  
Engineering Students ◽  
Interdisciplinary Collaboration ◽  
Assistive Devices ◽  
Multidisciplinary Teams ◽  
Collaborative Education ◽  
Detroit Area ◽  
Physically Challenged ◽  
College Of Engineering ◽  
The University

ABSTRACT Interdisciplinary collaboration in higher education can produce valuable learning experiences beyond that of a single discipline approach. The University of Detroit Mercy College of Engineering and College of Health Professions have effectively collaborated yielding results that benefit not only the student but physically challenged individuals living in the Detroit area. Teams of engineering students and nursing students work together on projects to build assistive devices that improve the lives of people in need. This paper describes the techniques, goals and objectives used in multidisciplinary collaborative education. Students who have completed the course have described an enhanced understanding of how to effectively collaborate with members of other disciplines. Clients who have worked with the multidisciplinary teams have benefited by receiving assistive devices that have significantly improved their activities of daily living.

Sample Biomedical Projects Carried Out by Undergraduate Mechanical Engineering Students

2011 ◽  
Author(s):  
Kathleen C. Lifer ◽  
Jason S. VanAtta ◽  
Judson M. Bauman ◽  
Jed E. Marquart ◽  
Hui Shen
Keyword(s):  
Undergraduate Students ◽  
Design Theory ◽  
Mechanical Engineering ◽  
Heart Valves ◽  
Engineering Students ◽  
Task Force ◽  
Aircraft Design ◽  
Engineering Problem ◽  
Problem Solving Skills ◽  
Muscle Hernia

As reported by the ASME Center for Education Task Force [1], human health will be one of the major areas in which mechanical engineers will take the leadership position to develop innovative technologies in the future. To adapt to the transforming role of the mechanical engineering profession, undergraduate education of mechanical engineering needs to guide students to apply engineering principles in this area. In this paper, the development of an undergraduate biomedical course in a mechanical engineering major is introduced. Several course projects developed by mechanical engineering undergraduate students are described. These projects focused on the study of biomedical problems using engineering problem solving skills. The projects were started with the analysis of injuries or diseases of patients. Then, injuries and/or possible treatments were analyzed from the viewpoint of a mechanical engineer. All of these students’ projects are summarized in this paper and a few projects discussed in detail. Among these projects, the flow and pressure distributions of different types of heart valves were calculated using computational fluid dynamics; the consequence of injuries of joint cartilage was analyzed with bearing design theory; the treatment of a muscle hernia was calculated using the finite element method. These projects encouraged students to appreciate engineering applications in fields other than traditional fields such as automobile and aircraft design. The results of the projects are also useful in practice. The course model is applicable for engineering programs in other small teaching universities.

Sign in / Sign up

Export Citation Format

Share Document