Shortly before I went to Lawrence, KS this summer, a tornado swept through just south of town. The photo shows a road sign that collapsed due to the wind force. The steel wide flange sections supporting the sign failed (LTB) under the lateral wind load. As a homework problem, ask students to find the failure load for the sign. What alternatives could have been used?

A measure of any successful organization—nonprofit or for profit—is the commitment of its team members. To gain a commitment, members must recognize their strengths and opportunities for personal growth, be empowered to act, and be engaged toward a common goal. Finding the right team members, therefore, is the cornerstone in building any new organization. For a startup company, these qualities are amplified and can be a measure of the success or failure of the company. The overall goal of this course is to evaluate the different approaches in forming teams during the startup of a new company. We will overlay personality traits to evidence-based and anecdotal team formation models, and determine the advantages and disadvantages of each--all with purpose of assessing their impact on the expected outcomes.

Main Point:  All Engineering students participate in multiple service and professional activities in their first year. In each of the courses in the first year engineering course sequence at Campbell University, students are required to participate in twenty-five hours of professional development and community service. This fosters the development of students’ engineering identity, encourages a sense of community, and aligns with the core values of the School of Engineering and Campbell University. There are a number of professional development and service activities sponsored by the school, and students also have the opportunity to choose a different activity with approval. Completion of these hours is worth 10% of the students’ final grade and is assessed on a pass/fail basis, which results in a high degree of compliance and minimal grading effort. Opportunities for professional development include: Technical Society meetings with guest speakers (ASME, AiChe, SWE, and IEEE).  A 5-hour “Engineering Techniques for Success” workshop held at the start of the fall semester.  A series of workshops offered by the School of Engineering on resume preparation, interviews, and  preparation for the career fair. Training on machines in the fabrication lab. ·        Visits to companies and manufacturing sites that are organized by the school and held in the spring. Past locations include BMW, Mertek, and the US National Whitewater Center. Opportunities for service include: Supporting STEM-related activities at nearby public schools (i.e. coaching robotics leagues, tutoring in math and science, etc.).  Assisting with outreach events at local schools.  Leading activities at Campbell University’s Visitation Day for prospective students.    Helping with the First Robotics State Championship, held at Campbell University in the spring.     Assisting with various departmental service including lab clean-up, preparation for events, and other faculty projects.  Get Value: What opportunities exist at your school for students to develop their personal identity as engineers and build community?

This module takes one class period and allows students to apply what they have learned about probability calculations to a hypothetical small business. Topic: Determining Probabilities  Module Duration: 1 Class Period Group Size: 3-4 students (This module follows a previous module "Descriptive Measures to Analyze Process for Small Business").  Hook: Using the set-up time analysis that you provided and the corresponding financial analysis, I opted not to purchase new equipment.  Rather, we made some equipment modifications for quick-change set-ups and moved some internal set-up to external set-up.  You helped to standardize the set-up process, so we are now averaging a 2.5 minute set-up time.  Now I am trying to reduce the number of set-ups with scheduling.  We make our dessert jars to order, but some of our jars go to local stores that order standard quantities bi-weekly.  I would like you to do some analysis using last month's orders to help me plan for next month. (Information provided in slides)

Engineering leadership means different things to different people. But engineering leadership also might look very different for undergraduate students than for experienced professionals: developmentally and pedagogically appropriate learning experiences can lay the foundation for that later leadership. For undergraduates, the elements of engineering leadership include technical skills, effectual behavior (including the entrepreneurial mindset), teaming skills, and contextual awareness. In this workshop, participants will have the opportunity to engage with this framing, and to think about the activities our students already engage in that fit into this model of engineering leadership. This will enable us to collectively identify areas in which they are strongly developed, as well as areas where there are opportunities to offer new learning experiences. By sharing these activities in the group, we'll be able to articulate our individual and collective understanding of how engineering leadership is already being developed in our students, and how. The array of specific activities produced by participants can also serve both as a resource for each other, and as jumping-off point for the development of new learning experiences. Participants will leave with a new way of thinking about engineering leadership, an understanding of how the activities they do already contribute to the development of their students as engineering leaders, the ability to leverage the entrepreneurial mindset as a key element of engineering leadership, and practical approaches to address other elements of engineering leadership through learning experiences.

Description: Who, What, When, Where, Why Who is this designed for?  Computer science senior students who will work in groups (3-6 students per group) What is the new EM integration or idea you’re sharing in this card? This card shows an overview of integrating EM throughout this course. Major EM activities include: ·       Customer discovery: students will conduct customer discovery with the clients of their projects and describe the findings in their project proposals. ·       Value proposition: students will describe the value propositions of their projects in the proposals. ·       Design document: students will create design documents for their projects. ·       Prototyping: students will develop prototypes for their projects. ·       Product pitch: students will make product pitches to the audience at the capstone project showcase.    When does the integration take place and how long do the activities/strategies take? Integration takes place throughout the two-semester capstone. The students will spend one hour in class and about 10 hours out-of class every week on their projects. Where does this course/majority of activities occur? In class lectures and presentations; This course is a hybrid course, with both in-class and out-of-class activities. In-class activities include lectures given by the instructors at the start of the semester, and presentations and demos given by the students at the end of the semester. Out-of-class activities include weekly team meetings, bi-weekly meeting with project sponsors and customers, and team-based project development, throughout the semester. Why is it necessary/important for the course/program? The two-semester capstone course provides the most significant project experience to computer science students, allowing them to use the fundamental knowledge and practical skills acquired during their undergrad study to solve real-world computing problems. Integrating EM into this experience will help the students develop the necessary mindset and skills for discovering and solving problems that important to our society in their future careers.

This activity was introduced during the second class period. The purpose is to have students experience the variety of technical and economic factors for materials selection. Students were allowed to work in pairs to select the most appropriate trail material for a specific situation. The client had limited money and no expertise in the field.

This module use the story of the Comet Jetliner as an example to show the importance of the determination of strain concentration. Using the Comet Jetliner disaster as a hook statement, the student will discover what caused the disaster of the Comet. Then the students will work on literature review of measurement technologies used in the 1960s and the new measurement technologies used today. By comparing the conventional technologies and the new technologies, the student will discover the development trend of the strain concentration measurement technologies. In the end of the module, the student will develop strain measurement plan using multiple strain measurement technologies they had researched with a cost analysis. Techniques used: Think pair share, Personal Ranking, Group Ranking, Poster, Gallery Walk, and Jigsaw.

"Aunt Lucinda" has a cottage in France where the three-phase wiring configuration of power to her house is being changed from wye to delta. She wants her "nephew/niece" to verify if the change in wiring configuration will decrease the client's overall power usage. This activity was used in a senior level electrical engineering Three Phase AC Systems course. Lecture topics covered in this activity: balanced/unbalanced three-phase systems and power factor. This is a 6-week EML module structured as an independent learning activity. After the initial deployment of the activity during week 1, the majority of the development of the solution to the problem occurs outside of class time in weeks 2-6. However, there are still deliverables and short discussions that occur during class time to facilitate the learning to complete the activity. Advanced organizer questions: - How are Three Phase AC systems used in your daily life? - How is the electrical system in a house wired? How does interact with the power grid? Deployment of activity: - Introduce activity using slides (10-15min)
 - Painstorming or Value Proposition activity (15min)
 - Start developing client scoping questions (Remaining class time during 1 hr class period) Deliverables: - Pre-client scoping questions/ answers (10%) - Midpoint Summary (15%)
 - Final written report (75%)
 A grading scale out of 5 was used where 1=Poor, 2= Needs Improvement, 3=Acceptable, 4= Desired, 5=Exceptional

. No specific rubric was used but the instructor looked for quality and quantity of technical and entrepreneurial work documented in the final report. Summary questions: - What was the most challenging part in solving this problem? - What was the most rewarding aspect of completing this activity? - If you had eight more hours to work on this activity what next steps would you hope to accomplish? See the attached instructor guide for more details on deployment and deliverables of activity.

It is important for engineers to understand data and instrumentation. In order to engage Sophmores in the program, this course will keep students connected all semester.  Masked as a fun course where students get to go to the beach and surf for science, this course is fundamentally a data collection and data analysis course, this course engages students with a fun method for deploying and collecting the data that they analyze.   Having the students collect their own data, they take ownership and are more inclined to work through the analysis.  For this course, students are tasked with forming dimensionless parameters to relate the dynamics of surfing to the wave conditions on which the surfer is riding.   Fundamentally, the techniques described in this card can be applied to other dynamic systems (wind turbines, automobiles, flow over an airfoil) that can, for those miles form any beach, be studied through instrumentation and data analysis.  Students gain the tools needed to: determine which are the important data needed to collect, select the correct instruments and sampling intervals for collecting the data needed to solve the problem develop a deployment plan for collecting the data desired analyze the data to extract relevant variables derive dimensionless parameters that describe the dynamics of the problem. Surf Engineering Analysis on ScienceWorks

This activity is intended for non-Electrical Engineering students enrolled in a Circuits course specifically designed for non-Electrical engineers. This class does not have a lab component with it and tends to be a high enrollment (up to 200 students over two sections every Fall and Spring, the number of students in each section is never evenly spread). The objective of this activity is to prompt students to think about the economic aspects of engineering solutions. The students are given power consumption statistics for a made up manufacturing company. The students are asked to suggest an appropriate Capacitor bank to be installed by the company to save on their utility costs. By this time, the students have learnt the power factor correction concepts. The students are also familiar with the AC transformer systems. The student groups are required to submit a written report based their recommendations. The report must include all supportive calculations and/or research. The student groups perform most of the work outside of the class.

Students typically struggle with the concept of water hardness.  While some may be familiar with the term based on where they were raised and whether or not they had to soften water in their house, many are unfamiliar and struggle to provide complete conceptual understanding of the term.  This module lays out an activity that can easily be integrated into an Introduction to Environmental Engineering or Water Treatment course as a way of motivating students to better understand the problems associated with hard water and the methods of addressing it.  Using  inexpensive water hardness test kits, students explore their local water sources and make observations about each source's water chemistry.

This lesson is a first step to introducing Problem Based Learning (PBL) for the Introduction to Aeronautics senior elective course. The main purpose of the first two lessons is to introduce design and have the students define what topics will be needed for the course to enable them to design aspects of a lightweight utility fighter. The class is being taught on a T/R schedule with 75 minute periods.

MEE 341 Engineering Experimentation is a course that introduces engineering students to the design and analysis of engineering experiments, as well as the use of common engineering tools. This is the upload for Lab Module 2 - Why Did It Happen? Failure of a Step Stool.

Introduction (Hook Statement): A friend of yours wanted to replace the carpet with engineered hardwood in the dining room. He discovered that there should be a clearance between the edges of the hardwood to allow for thermal deformation. He doesn't know how much clearance space will be required but he is lucky to have talented friends who can do some calculations and determine the dimension. Determine space required between the hardwood floor and the wall with respect to the possible thermal deformation in the hardwood flooring. How to deploy:  The concept of thermal deformation was presented through a lecture in class. Then teams of 2-4 students were formed (by student choice). A handout describing the problem, deliverable and due dates were given to each team. A contact person (team captain) was selected by students to be responsible for communications. Deliverable and Assessments: Students submit a written report per group. The rubric used in grading includes:  Report format (professional, organized, neat, clear, etc.)          40% - Accuracy and completeness of solution                                    30% - Engineering judgment (state assumed parameters and the supporting logistics, simplifying assumptions, used equations, etc.)                                             30% - Any additional that adds value to the project                             Up to 20%

The next major topic that I cover in my statics course is static particle equilibrium. This topic involves students using the vector skills they learned/practiced in week 1 and adds the static equilibrium condition. Key concepts that are covered under this topic include: 1)      You can’t push on a perfect rope/string 2)      In 3D space you can solve for 3 unknowns using static equilibrium equations (ΣF=0) For this week, I have 3 different stations developed.  The second station is heavily linked with a team project involving the development of an anchoring system for a floating wind turbine above a small rural village. If you would like more details on this project, please contact me for further content. If you are not going to run the project, I would recommend running the Weight Balance (station 1) and the Pole Balance (station 3).

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Three modules containing motivating examples and applied projects were developed for the engineering students taking Calculus I:1. Optimization Problems;2. Linear Approximation and Applications;3. Related Rates and Applications.

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