Multi Institutional Approach To Engineering Education
- Conference
- Location
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Louisville, Kentucky
- Publication Date
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June 20, 2010
- Start Date
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June 20, 2010
- End Date
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June 23, 2010
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Energy Conversion and Conservation
- Page Count
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10
- Page Numbers
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15.895.1 - 15.895.10
- DOI
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10.18260/1-2--16048
- Permanent URL
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https://strategy.asee.org/16048
- Download Count
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293
Paper Authors
Ilya Grinberg Buffalo State College
Ilya Grinberg graduated from the L’viv Polytechnic Institute (L’viv, Ukraine) with an MS in EE and earned a Ph.D. degree from the Moscow Institute of Civil Engineering (Moscow, Russia). He has over 30 years of experience in design and consulting in the field of power distribution systems and design automation. He has over 30 published papers. Currently he is Professor of Engineering Technology at Buffalo State College. His interests are in the field of electric power distribution systems analysis, design automation, and systems engineering.
Mohammed Safiuddin State University of New York, Buffalo
Mohammed Safiuddin received the B.E. (Electrical) degree from Osmania University, Hyderabad, India in 1959 and the MSEE degree from the University of Illinois in 1960. Later he received the MBA and Ph.D. degrees from the University at Buffalo [SUNY], in 1971 and 1982 respectively. He is currently Research Professor (part-time), Advanced Technology Applications, in the Electrical Engineering Department of University at Buffalo [UB]. He is President of STS International, a technology service firm he established in September 1985. His areas of technical interests cover static power conversion and optimal control systems as applied to industrial processes, energy conservation and energy management. He has been awarded 10 patents in this field and has published numerous technical papers.
Chilukuri Mohan Syracuse University
Chilukuri K. Mohan is Professor and Chair of the Department of EECS at Syracuse University, with a Ph.D. (1988) from SUNY at Stony Brook. He has authored/co-authored two books and over 150 research papers and book chapters, in various areas of Artificial Intelligence. He serves on several international conference committees, an IEEE Task Force on Swarm Intelligence, and on the editorial board of the Journal of Applied Logistics.
Steve Macho Buffalo State College
Steve Macho completed a BS at St Cloud State University, and M.A. & Ed.D. in Technology Education at West Virginia University. He worked at the Los Alamos National Laboratory, New Mexico Highlands University, and is currently an Assistant Professor of Technology Education for at Buffalo State College. He became a member of the Oxford Roundtable in 2008 and plans to present another paper there in 2010.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Multi-Institutional Approach to Engineering Education
Introduction
Many specialized areas of study exist for which there is a definite but small market in the industrial world. The size of this market may preclude the development of economically viable and self-sustaining programs of study worthy of long-term investment by a single institution, in the context of limited resources. Investment in such a program is fraught with the risk of large downward swings in enrollment due to market forces and cyclical variations in the industries relevant to the program. However, the development and implementation of such programs of study is often essential to the national infrastructure and economy. Hence the need to leverage limited resources available at multiple institutions is addressed in this paper. The broad background is first considered and the proposed approach is illustrated with a case study.
The instructional process in post-secondary education consists of multiple steps, including decisions and implementations of: 1. Course outcomes 2. Course content 3. Instructional materials 4. Delivery methodology 5. Assessment and evaluation 6. Mentoring of students.
Mentoring is the unique cornerstone of the learning process that requires individualized interactions between instructors and students. However, the remaining five steps can utilize the services and expertise of individuals in other locations, thereby increasing the effective use of resources at multiple educational institutions.
Course outcomes and content are often based on the expectations of multiple stakeholders (including instructors of other courses), although sometimes not explicitly stated, or modified during the course delivery, or ignored. Accreditation requirements and curricular standardization efforts imply considerable redundancy in content and outcomes at different institutions. In other words, the efforts in this context are needlessly duplicated at multiple institutions. Besides, these activities do not generally require frequent revisions, and can be agreed upon by discussion and consensus among responsible individuals at different institutions.
The third step (development of instructional materials) is again often duplicated, with essentially identical sets of slides, notes, and handouts being prepared at multiple institutions. Significant savings can be achieved by pooling the resources available at different institutions. The most common example of this is textbooks and materials associated with them used as needed at multiple institutions.
Grinberg, I., & Safiuddin, M., & Mohan, C., & Macho, S. (2010, June), Multi Institutional Approach To Engineering Education Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16048
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