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Rajan, S. D.
- Teaching Object-Oriented Numerical Analysis
Abstract Views :218 |
PDF Views:2
Authors
Affiliations
1 Aerospace and Mechanical Engineering Arizona State University Tempe, AZ 85287-5306, US
1 Aerospace and Mechanical Engineering Arizona State University Tempe, AZ 85287-5306, US
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
While a vast majority of engineers do not write computer programs for a living, every engineer working on any facet of their job responsibilities, deals with data and the means of extracting meaningful information from the data. The backbone of such analyses is formed by numerical methods. A very powerful engineering and scientific tool can be developed when numerical methods are combined with object-oriented techniques. The development of such a framework is discussed in this paper, and the implementation details are presented in the context of a senior undergraduate and graduate course where object-oriented programming via C++ is tied to numerical methods such as the finite element analysis.
- A Flipped Classroom Approach to Teaching Engineering Mechanics Courses
Abstract Views :227 |
PDF Views:0
Authors
M. Sirigiri
1,
S. D. Rajan
2
Affiliations
1 Arizona State University Tempe, AZ 85287-5306, US
2 School of Sustainable Engineering & the Built Enviorment, Ira A. Falton School Of Engineeing, Arizon State University Tempe A 285287-5306, IN
1 Arizona State University Tempe, AZ 85287-5306, US
2 School of Sustainable Engineering & the Built Enviorment, Ira A. Falton School Of Engineeing, Arizon State University Tempe A 285287-5306, IN
Source
Journal of Engineering Education Transformations, Vol 28, No 4 (2015), Pagination: 109-113Abstract
A flipped classroom approach to teaching engineering mechanics courses taught in the 2nd and 3rd year of a typical undergraduate engineering education, is explained. A combination of few lectures supported by several problem solving recitation classes and continuous assessment, provides both the students and the instructional team an accurate, dynamic picture of the students' understanding and performance. Early use of computer code and openended projects strengthens the understanding of analysis and design techniques in the context of engineering analysis and design. Experience from teaching a 3rd year (junior level) structural analysis and design class for over two decades is shared to draw appropriate conclusions.- Teaching Object-Oriented Numerical Analysis
Abstract Views :217 |
PDF Views:1
Authors
Affiliations
1 Aerospace and Mechanical Engineering, Arizona State University, Tempe, AZ, 85287-5306, US
1 Aerospace and Mechanical Engineering, Arizona State University, Tempe, AZ, 85287-5306, US
Source
Journal of Engineering Education Transformations, Vol 29, No 4 (2016), Pagination: 18-22Abstract
While a vast majority of engineers do not write computer programs for a living, every engineer working on any facet of their job responsibilities, deals with data and the means of extracting meaningful information from the data. The backbone of such analyses is formed by numerical methods. A very powerful engineering and scientific tool can be developed when numerical methods are combined with object-oriented techniques. The development of such a framework is discussed in this paper, and the implementation details are presented in the context of a senior undergraduate and graduate course where object-oriented programming via C++ is tied to numericalmethods such as the finite element analysis.- Incorporating Ethics in Engineering Education
Abstract Views :196 |
PDF Views:0
Authors
Affiliations
1 Aerospace and Mechanical Engineering, Arizona State University, Tempe, AZ 85287-5306, US
1 Aerospace and Mechanical Engineering, Arizona State University, Tempe, AZ 85287-5306, US
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 164-171Abstract
Ethics and ethical behavior are typically not discussed in the classroom and made an integral part of engineering education. However, there is an awareness in the engineering profession that academic dishonesty in undergraduate and graduate education is very likely to lead to similar behavior in professional practice. In this paper, a case is made for incorporating ethics as an integral part of any course and curriculum, and setting up a framework to promote and handle ethical behavior in institutions of higher learning. Examples involving traditions and practices at Arizona State University (ASU) help illustrate author's views on ethics and ethical behavior.Keywords
Ethics, Engineering Education.References
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