scholarly journals Introducing Micro/Nanotechnology Education Within The Industrial And Systems Engineering Curriculum

2020 ◽  
Author(s):  
Salil Desai ◽  
Devdas Pai ◽  
Jagannathan Sankar
Keyword(s):  
Systems Engineering ◽  
Engineering Curriculum ◽  
Nanotechnology Education

scholarly journals Offshore Wind Energy Systems Engineering Curriculum Development

2012 ◽  
Author(s):  
Jon G. McGowan ◽  
◽  
James F. Manwell ◽  
Matthew A. Lackner ◽  
◽  
...  
Keyword(s):  
Curriculum Development ◽  
Wind Energy ◽  
Systems Engineering ◽  
Energy Systems ◽  
Offshore Wind ◽  
Engineering Curriculum ◽  
Offshore Wind Energy ◽  
Wind Energy Systems

scholarly journals Elements of Nanotechnology Education in Engineering Curriculum Worldwide

2012 ◽  
Vol 60 ◽  
pp. 405-412 ◽  
Author(s):  
Abdul Wahab Mohammad ◽  
C.H. Lau ◽  
Azami Zaharim ◽  
Mohd Zaidi Omar
Keyword(s):  
Engineering Curriculum ◽  
Nanotechnology Education

scholarly journals A Distributed Systems Engineering Curriculum For Working Engineers In California

2020 ◽  
Author(s):  
Robert Crockett ◽  
Kurt Colvin ◽  
Joel Shrater ◽  
Daphne Dador ◽  
Matt Everingham
Keyword(s):  
Distributed Systems ◽  
Systems Engineering ◽  
Engineering Curriculum

A Conceptual Qualitative Framework for Assessing Human Systems Engineering Education Outcomes and Opportunities

2018 ◽  
Vol 62 (1) ◽  
pp. 349-353
Author(s):  
Rod D. Roscoe ◽  
Chelsea K. Johnson ◽  
Micah Lande ◽  
Scotty D. Craig ◽  
Rob Gray
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Data Sets ◽  
Applied Psychology ◽  
Engineering Curriculum ◽  
User Centered Design ◽  
Education Programs ◽  
Education Outcomes ◽  
The People ◽  
Human Systems

Human systems engineering education seeks to infuse principles of applied psychology, cognitive science, human factors, and user-centered design into the engineering curriculum to help students understand the people they are engineering for (e.g., clients) and their own roles as engineers. This paper outlines a conceptual qualitative framework for formative assessment of students’ incorporation of human systems engineering concepts in their projects and documentation. The framework examines potential conceptual dimensions along with applications, sources, and depth of such knowledge, which we argue can begin to evaluate students’ work and inform iterative efforts to improve human-centered engineering education programs. Example applications of the framework based on several data sets are discussed.

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