Learning objectives for engineering education laboratories

Feisel, Lyle D.; Peterson, George D.; Arnas, Ozer; Carter, L.; Rosa, Alexander John De; Worek, William M.

doi:10.1109/fie.2002.1158127

Cited by 49 publications

(55 citation statements)

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“…Included in this list is the ability to "Design, build, or assemble a part, product or system, including specific methodologies, equipment or materials' meeting client requirements; developing system specifications from requirements; and testing and debugging a prototype, system, or process using appropriate tools to satisfy requirements." 2 The role of cornerstone and capstone design experiences to mitigate the dominant influence of "engineering science" in engineering curricula was described by Dym and others. 3 These authors explain that capstone design courses are commonly used to demonstrate the achievement of prescribed engineering competencies.…”

Section: Design Education: History and Challengesmentioning

confidence: 99%

Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems

Wilczynski¹,

Stark²,

Zinter³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The proliferation of higher education makerspaces -sites where students, faculty, and staff design and build solutions to engineering challenges and other problems -suggests that such spaces have a special value on university campuses in a number of contexts. This paper reports on the unique impact of a higher education makerspace (the Yale Center for Engineering Innovation and Design) in the arena of design education. We review the history of design education, identifying the values of this form of pedagogy and highlighting many of the challenges involved with teaching design. These values include facilitating design instruction in lab settings, establishing a continuum of design experiences, and incorporating meaningful problem-based learning activities. Similarly, we review higher education makerspaces to provide insights into how they can play a role in mitigating challenges associated with teaching design. Using examples from eight courses taught in the profiled higher education makerspace, three design-focused instructional methods are presented that integrate course instruction, skill development, knowledge acquisition, and client-based problem solving by student teams. These methods have been applied across all four undergraduate years in courses closely aligned with biomedical engineering, environmental engineering, mechanical engineering, and engineering as a whole (for an introductory course). The courses span design education across the typical gap between cornerstone and capstone design courses. In all cases, the specific role of the higher education makerspace in enhancing the value of these courses is demonstrated.

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Section: Design Education: History and Challengesmentioning

confidence: 99%

Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems

Wilczynski¹,

Stark²,

Zinter³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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“…One of the very important features of the virtual lab is to let the students learn from failures without causing any real damages. Learning from failure is one of the nine objectives for the engineering education laboratory defined by ABET (Feisel and Peterson 2002). The "Virtual Reality Laboratory Accidents" project was developed at University of Illinois Chicago (Bell and Fogler 2001) by using virtual reality technologies such as Virtual Reality Modeling Language (VRML) and Java 3D.…”

Section: Introductionmentioning

confidence: 99%

Virtual and Remote Laboratory Development: A Review

Chen

Song

Zhang

2010

Earth and Space 2010

116

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The Internet technology has provided additional teaching strategies, with online education being one of the most exciting enhancements. A particular challenge for online education in engineering is how to extend the traditional hands-on laboratories to the Internet. Currently, there are two approaches to conducting labs online, virtual and remote labs. Virtual lab is based on software to simulate the lab environment while remote lab, by definition, is an experiment which is conducted and controlled remotely through the Internet. These experiments use real components or instrumentation at a different location from where they are being controlled or conducted. There are many emerging technologies which have been used to develop the virtual and remote laboratory. However, there are few papers that review the virtual and remote laboratory development. In this paper, a review of the different online delivery methods for virtual and remote laboratory development is presented. The open research issues and conclusion with possible future directions on the virtual and remote engineering laboratory development is also presented.

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“…In accordance with the accepted goals for a classroom laboratory course, the development effort was designed to provide student competencies in: instrumentation and measurement of circuit variables; evaluation of circuit models; devising experiments; collecting, analyzing, and interpreting data; designing, building and assembling circuits; and more 3,4 , only in a remote, online-learner context.…”

Section: Development Of Online Circuits Labsmentioning

confidence: 99%

Toward a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Circuits Laboratory Course

Rebold¹,

Enriquez²,

Dunmire³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Nicholas Langhoff is an associate professor of engineering and computer science at Skyline College in San Bruno, California. He is also a co-investigator for multiple grant projects at Cañada College in Redwood City, California. He received his M.S. degree from San Francisco State University in embedded electrical engineering and computer systems. His research interests include technology-enhanced instruction, online engineering education, metacognitive teaching and learning strategies, reading apprenticeship in STEM, and the development of novel instructional equipment and curricula for enhancing academic success in science and engineering.c American Society for Engineering Education, 2016 Toward a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Circuits Laboratory Course AbstractCommunity college engineering transfer programs prepare a significant percentage of graduates from university engineering programs, yet face challenges from a fragmented lower division engineering core curriculum, limited scheduling options for students, and sometimes marginal enrollment patterns. In addition, most small college programs are run by one permanent faculty, making it difficult to provide lower-division engineering courses with the breadth and frequency needed for effective and timely transfer preparation. Through a grant from the National Science Foundation Improving Undergraduate STEM Education program (NSF IUSE), three community colleges from Northern California collaborated to increase the availability and accessibility of the engineering curriculum by developing resources and teaching strategies to enable small-tomedium community college engineering programs to provide a comprehensive set of lowerdivision engineering courses. These courses can be delivered either completely online, or with limited face-to-face interactions. This paper presents the development and testing of the teaching and learning resources for an online Engineering Circuits Laboratory class, a one-unit laboratory course offered alongside the circuit theory course, which is already available in an online format. The class materials cover the use of basic instrumentation (DMM, Oscilloscope), analysis and interpretation of experimental data, circuit simulation, use of MATLAB to solve circuit equations in the real and complex domain, and exposure to the Arduino microcontroller. A systems approach to selected topics is also introduced as a way to contextualize student exposure to the material. The paper presents the results of the pilot and a second implementation of the curriculum, as well as a comparison of the outcomes of the online course with those from a regular, face-to-face course. Additionally, student surveys and interviews are used to determine student perceptions of the course resources, student use of these resources, and overall satisfaction with the course.

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Learning objectives for engineering education laboratories

Cited by 49 publications

References 0 publications

Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems

Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems

Virtual and Remote Laboratory Development: A Review

Toward a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Circuits Laboratory Course

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