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Preliminary Design and Implementation of Embedding Information Literacy into an Undergraduate Engineering Course
No full textEngineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses
Supporting an Introductory EM Lab Redesign with the E-CLASS and AAPT Lab Guidelines
Get PDFThis poster presents the preliminary results of attitude surveys (E-CLASS - U. Colorado) given to students taking the current PHYS-225 - Electricity & Magnetism Laboratory at Kettering University as well as the beginnings of work done in redesigning the course around a set of skills-based learning outcomes and design activities to progress students toward achieving these goals. These outcomes will encourage students to: ask and answer scientific questions through experimental design and implementation; develop technical and practical laboratory skills; generate, analyze, and interpret data; incorporate uncertainty in measured values, calculated values, and graphical representations; and write effective technical reports that articulate the reasoning that connects theoretical models to laboratory activities and use appropriate style and voice. Our goals are to produce a more authentic laboratory experience through the use of open-ended activities, building reflection into assignments, and allowing students to have more of a say in what they are investigating. *The presenters would like to thank the authors of the E-CLASS surve
Process Prototype Design and Fabrication
No full textQuite often chemical engineering students will get to test the fundamentals of what they learn in the classroom in the laboratory such as unit operations, fluid and heat transfer, and reaction kinetics. However, it is rare that they get the chance to design and fabricate prototype systems. Indeed, allowing students to design and build laboratory scale chemical engineering hardware can enable creativity, resourcefulness, and awareness of the intricacies of how hardware is assembled and operates. Fundamentally, it allows students to engage in an open-ended creative process and build awareness of process safety. The class starts with a set of needs for equipment in the Unit Operations Lab or a research group. Each student prepares a sketch and makes a pitch of a possible solution to the need. At each stage in the design process, the potential solutions are reduced until only one remains the project teams are formed to refine the design and build the hardware. The final deliverable is a demonstration of the hardware with an operations manual. This elective course has been offered twice at Kettering University and while it is capital intensive, the resulting hardware is durable enough to be used in the teaching laboratory. In fact, the course is less expensive than purchasing teaching hardware from vendors. Some hardware is remains functional after five years. Fabricated systems include fermenters, fluidized beds, plug flow reactors, and Labview data acquisition systems. Examples of the design process, the course, and developed hardware will be presented
Harmonic Forcing of Damped Non-homogeneous Elastic Rods
No full textThis work is one of an ongoing series of investigations on the motions of non-homogeneous structures. In the series, natural frequencies, mode shapes and frequency response functions (FRFs) were determined for undamped segmented rods and beams, using analytic and numerical approaches. These structures are composed of stacked cells, which may have distinct geometric and material properties. Here, the steady state response, due to harmonic forcing, of a segmented damped rod is investigated. The objective is the determination of FRFs for the system. Two methods are employed. The first uses the displacement differential equations for each segment, where boundary and interface continuity conditions are used to determine the constants involved in the solutions. Then the response as a function of forcing frequency can be obtained. This procedure is unwieldy and may become unpractical for arbitrary spatial forcing functions. The second approach uses logistic functions to model the segment discontinuities. This leads to a single partial differential equation with variable coefficients, which is solved numerically using MAPLE® software. For free-fixed boundary conditions and spatially constant force good agreement is found between the methods. The continuously varying functions approach is then used to obtain the response for a spatially varying force
1/16/2019: Course Change Form MGMT 104
No full textDesignates this Management course as such and renumbers for course sequence
