Reflection

 

ABET Outcome Survey

Place a check in the box that best describes the correlation between the ABET Outcomes and what you learned in AE 481W/482: Senior Thesis.

 

Highlight the box and type a capital X.

 

ABET Outcomes for AE 481W/482	Outcome not able to be assessed         (Score of 0)	Level of ability demonstrated but below acceptable     (Score of 1)	Minimum acceptable level of ability demonstrated       (Score of 2)	More than minimum level of ability demonstrated       (Score of 3)
a. An ability to apply knowledge of mathematics, science, and engineering	5	5	5	X
b. An ability to analyze and interpret data	5	5	5	X
c. An ability to design a system, component, or process to meet desired needs	5	5	X	5
e. An ability to identify, formulate, and solve engineering problems	5	5	X	5
f. An understanding of professional and ethical responsibility	5	5	5	X
g. An ability to communicate effectively	5	5	5	X
h. The broad education necessary to understand the impact of engineering solutions in a global and societal context	5	5	5	X
i. An ability to engage in life-long learning	5	5	x	5
j. A knowledge of contemporary issues	5	5	5	X
k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice	5	5	X	5
o. Engineering design capabilities in at least two (2) of the (3) basic curriculum areas of architectural engineering, and that design has been integrated across the breadth of the program	5	5	5	X
p. Communication and interaction with other design professionals in the execution of building projects	5	5	X	5

 

 

 

AE 481W/482 Course Reflection

Courses 481W/482 summarize the total of a year-long thesis studying into the optimization of a building's structural, electrical/lighting, and mechanical systems with respect to construction management issues, efficiency, and cost. Each fifth year AE student selects a building prior to the fall semester that was constructed or renovated within the previous three years. After obtaining the specifications and construction drawings for the project, the student then spends 4 months analyzing the existing design, culminating with a thesis proposal. This proposal outlines the area where altering the systems could drastically improve the overall efficiency and cost of the project, and sets forth the work to be done during the spring semester. Each student presents his research and results with a 15 minute presentation to a panel of faculty members and experts for critique.

The building that I selected was one that I was familiar with following an internship in London, England. This selection process provided its own challenged for me due to my location. However because it was my first intership and my only personal contacts in the field, I felt it was best to go ahead and pursue a project in the UK, although I was warned by my professors. In the end my project was designed in the metric system to UK building codes, priced in the British Pound by British vendors, with British contractors who could never understand why an American student was calling them. Early morning phone calls were needed to reach contacts at an appropriate local time with numerous follow-up emails to ensure they didn't forget about you.

However through it all I learned a tremendous amount regarding the international approaches to engineering, conceptually understanding the metric system, and effective means of communication with different contacts throughout the industry.

This project was much more about the learning process, deciding the appropriate order to sort through all the problems facings the design of a building. The actual design has continued to change even since the completetion of my study, making much of my analysis void, however I have personally gained a great deal from weighing the pros and cons for so many design options and experimenting with their efficiency coupled together.

Initially, it did seem that nothing I learned in class was the same in the UK, where in reality the processes are very much alike. Each country approaches problems a little differently, and each climate has their 'design norms' and all of my experience will help me in my furture career regardless of where it takes me.

CPEP & Discussion Board Reflection

While completing AE 481W and 482 each student is expected to keep a Capstone Project Electronic Portfolio (CPEP) website up to date with his findings, allowing not only faculty but industry professionals to view what each student is working on throughout the year. This can be greatly beneficial to companies seeking to employee Penn State AE graduates, as well as for students who need information from vendors, engineers and other design professionals and can refer them to the CPEP website.

Previous to this assignment I had little experience creating and updating websites or formatting research material in a manner appropriate for professinoal communication. And I was unaware of how many people actually contact these sites until I began interviewing with company representatives who would ask me specific questions regarding my current work.

In addition to the website there was the a discussion board available for each option where design professionals, AE alumni and faculty could respond to any questions and offer their assistance throughout the year. This was yet another tool given to each student to garauntee their success through the year. As well as another opportunity to reinforce effective communication skills and industry networking. Many of the people that responded to my questions where the same people that later interviewed me for full-time positions. And because everyone subscribed to the discussion board is so familiar with the AE program and our thesis process there is no additional explaination needed regarding the circumstances of the questions.

 

 

This page was last updated on Thursday, August 22, 2002.

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