Project-based Lab: Tt is impractical to expect the undergraduate level students to immediately undertake a complex team-oriented design project. Therefore, the course contains some preliminary projects to expose the students to the design process and encourage teamwork. These mini-projects also serve to introduce the students to the technical writing process and the requirements for oral design presentations. The laboratory section of the course is broken into two main parts:
(1) Mini-design project.
(2) Final design project
The main objectives of these preliminary projects are to build student’s confidence of any design process, including technical writing and presentations, and to encourage teamwork among the students. In this design phase the students perform three different mini-projects. In order to reinforce the use of the simulation and modeling tools, a fabrication-less, paper-only design is completed. Here the students use different theories, formulas, and mathematics to support their paper-only design. The students see the compatibility between mathematics and real world applications and see the utility of the design tools that have been introduced in lecture. Once the simulated and calculated results are examined, a prototype system is then fabricated. Exposing the students to the accepted practices of technical writing and presentation using relatively simple designs allows them to focus on the communication process. Furthermore, the course will allow the students to better document the relatively complex machines that they will develop later. After the preparatory training, the students begin work on the final project for the class. This project lasts six weeks and culminates in a competition between the student-built machines.
Project-based Lab: Tt is impractical to expect the undergraduate level students to immediately undertake a complex team-oriented design project. Therefore, the course contains some preliminary projects to expose the students to the design process and encourage teamwork. These mini-projects also serve to introduce the students to the technical writing process and the requirements for oral design presentations. The laboratory section of the course is broken into two main parts:
(1) Mini-design project.
(2) Final design project
The main objectives of these preliminary projects are to build student’s confidence of any design process, including technical writing and presentations, and to encourage teamwork among the students. In this design phase the students perform three different mini-projects. In order to reinforce the use of the simulation and modeling tools, a fabrication-less, paper-only design is completed. Here the students use different theories, formulas, and mathematics to support their paper-only design. The students see the compatibility between mathematics and real world applications and see the utility of the design tools that have been introduced in lecture. Once the simulated and calculated results are examined, a prototype system is then fabricated. Exposing the students to the accepted practices of technical writing and presentation using relatively simple designs allows them to focus on the communication process. Furthermore, the course will allow the students to better document the relatively complex machines that they will develop later. After the preparatory training, the students begin work on the final project for the class. This project lasts six weeks and culminates in a competition between the student-built machines.
As a committee we are working on enhancing our new student orientation process. We are assessing and enhancing all steps from the moment a student is accepted into the college to their first year experience.
As a committee we are working on enhancing our new student orientation process. We are assessing and enhancing all steps from the moment a student is accepted into the college to their first year experience.
Project Wayfinding is a college-wide effort to answer the question “How can Faculty, staff, and students effectively provide/use accurate information for academic career planning from Day 1 through Graduation?”
Project Wayfinding is a college-wide effort to answer the question “How can Faculty, staff, and students effectively provide/use accurate information for academic career planning from Day 1 through Graduation?”
This is a collaborative space for use by the Second Year Faculty Fellow participants in the General Education Seminar, part of City Tech’s Title V grant-funded initiative A Living Laboratory.
This seminar will concentrate particularly on the second year of the student experience at our college, a critical year for our students that focuses on collaborative assignments and projects, and associate degree capstones.
This is a collaborative space for use by the Second Year Faculty Fellow participants in the General Education Seminar, part of City Tech’s Title V grant-funded initiative A Living Laboratory.
This seminar will concentrate particularly on the second year of the student experience at our college, a critical year for our students that focuses on collaborative assignments and projects, and associate degree capstones.
I3 seeks to engage and instruct science, technology, engineering and mathematics faculty members in case study teaching methodologies to broaden and strengthen student participation in STEM. A series of case study workshops was developed to introduce participating faculty members to designing, implementing and assessing case studies.
I3 seeks to engage and instruct science, technology, engineering and mathematics faculty members in case study teaching methodologies to broaden and strengthen student participation in STEM. A series of case study workshops was developed to introduce participating faculty members to designing, implementing and assessing case studies.
