Undergraduate Teaching

Mechanical Engineering 1st Year Design Studio (MCHE 1920, Dr. Kellam, Spring 2014): This design studio will be an introduction to mechanical engineering design that will involve a mechanical engineering design project.  This studio will involved developing a design project to the point of prototyping and to developing a business plan for this product.

Environmental Engineering Studios: The studios are project-based learning courses that meet for 6 hours per week.  The first two studios involve both freshmen and sophomore-level environmental engineering students to encourage near-peer learning and mentoring.  All of the studios have a strong reflective component (focus groups, visual journals, written reflections) to encourage awareness of student’s learning (metacognition) and progression towards becoming a professional engineer (professional identity formation).  These studios also provide the context for many of Cluster’s research projects.

Environmental Engineering Studio, odd years (freshmen and sophomore-level, Drs. Kellam and Walther): This Studio focuses on the intellectual foundations necessary to understand and approach the inherently complex issues in contemporary engineering applications impacting environmental resources. Students are guided through a series of readings that connect the fundamental principles of complex systems thinking with the current discourse around the challenges facing modern society. Group projects throughout the semester provide students with the opportunity to apply systems approaches to selected issues.  The projects are situated within a local business context and require students to develop a deep and broad understanding of the socio-technical landscape prior to framing a problem and eventually proposing solutions.  Studio students are taught modern engineering tools including visual thinking tools and drafting.

Environmental Engineering Studio, even years (freshmen and sophomore-level (Drs. Kellam and Walther): This Studio focuses on both the need for a systems-level understanding and project management techniques common in professional engineering contexts.  The readings and discussions are focused on the role of engineering in today’s complex, socio-technical world.  The design challenges are concerned with contemporary environmental issues while focusing on opportunities for application within the local Athens community. Workshops throughout the semester are focused on team, performance, and time management strategies.  The projects are focused on local foods, a local sustainability campaign, and a local sustainability problem that the students frame in the local community.

Interdisciplinary Studio (junior-level, Mrs. Guyotte and Dr. Sochacka): This Studio focuses on developing students’ creative problem solving and design skills through two design challenges with specific instruction in observation, modeling, design, creativity, and synthesis. The course readings and discussions are structured around each of the 13 creative thinking tools as specified in the Root-Bernstein book Sparks of Genius.  The design challenges are real-world design projects focusing on environmental issues within the local Athens community.   The design challenges are ill-structured and help students develop skills not only in solving problems, but in appropriately framing problems within a complex landscape.  This Studio is co-enrolled with ARST 3840 Interdisciplinary Art I.

Environmental Engineering Freshmen Seminar (ENVE 1010, Drs. Kellam and Walther): Freshmen-level engineering students are challenged to read high-level theoretical papers in the areas of complex systems and environmental engineering, and to review case studies.  These readings and subsequent discussions encourage students to begin to develop their professional identity as environmental engineers.

Principles of Systems Engineering (ENGR 2100, Dr. Kellam): This is a new course that is now required of all Agricultural Engineering majors during their first year.  In this course Dr. Kellam focuses on the need for systems thinking and systems engineering and how to integrate systems thinking into engineering projects.  She teaches students systems thinking strategies including multiple cause diagrams and sign graphs.  She balanced traditional lectures and reading discussions with projects that helped students apply their new understanding of systems engineering to projects.

Fluid Mechanics (ENGR 3160, Dr. Savadatti, Sandy Bird): This is a traditional fluid mechanics class.  Sandy Bird, a doctoral candidate in Cluster, is currently developing the laboratories for this course and will be teaching a section in fall 2012.

Engineering Graphics and Visualization (ENVE 1110, Dr. Sochacka): Introductory course in engineering graphics and visualization as applied to processes, devices and systems appropriate to students’ individual engineering disciplines taught by Nicki Sochacka. Class will be comprised of common lectures for all engineering students accompanied by relevant laboratory measurements and data collection to be incorporated into a graphics format appropriate to the students’ respective engineering focuses.

Engineering Economics and Management (ENVE 3520, Dr. Sochacka): Introduction to economic principles and economic analysis from a micro and macro scale. Statistics and system performance studies of environmental engineering systems. Statistics and system performance studies, probabilistic models and simulation, basic economics and capital investments, project elements and organization, managerial concepts and network technique, project scheduling.

Economics of Energy and Sustainable Development (ENVE 4540, Dr. Sochacka): Economic analysis of energy and development, including renewable and non-renewable energy systems, and how they influence the development of sustainable urban and industrial systems.

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