Christopher Pung | Grand Valley State University (original) (raw)
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Papers by Christopher Pung
2009 Annual Conference & Exposition Proceedings
The faculty at Grand Valley State University, a primarily undergraduate engineering school, use b... more The faculty at Grand Valley State University, a primarily undergraduate engineering school, use black boxes to teach basic design of experiments techniques. The black boxes are literally wooden cubes painted black with four knobs projecting from the surface for the adjustable variables. One of the knobs was a dummy and did not affect the response. The measured response is the height of a metal rod projecting from the top of the box. Anecdotal evidence suggests that the black boxes were an effective teaching aid.
The faculty at Grand Valley State University, a primarily undergraduate engineering school, use b... more The faculty at Grand Valley State University, a primarily undergraduate engineering school, use black boxes to teach basic design of experiments techniques. The black boxes are literally wooden cubes painted black with four knobs projecting from the surface for the adjustable variables. One of the knobs was a dummy and did not affect the response. The measured response is the height of a metal rod projecting from the top of the box. Anecdotal evidence suggests that the black boxes were an effective teaching aid.
2015 ASEE Annual Conference and Exposition Proceedings
currently serves as Liaison Librarian to the School of Engineering and the other units within the... more currently serves as Liaison Librarian to the School of Engineering and the other units within the Padnos College of Engineering & Computing at Grand Valley State University, and to the Mathematics and Statistics departments at GVSU. In that position her primary role is to support students in courses in her liaison areas both in and outside of their classrooms. Helping students make connections between information literacy skills and the "life long learning" skills ABET seeks to see in engineering program graduates is an ongoing challenge. Prior to becoming a Liaison Librarian, Debbie served as Systems Librarian at GVSU and at Michigan Technological University for 25 years. She earned her MLIS at the University of Illinois Urbana-Champaign in 1983.
Volume 5: Engineering Education and Professional Development, 2011
This paper presents the design and implementation of a two course freshman year sequence at a mul... more This paper presents the design and implementation of a two course freshman year sequence at a multi-disciplinary engineering school. The driver for this change was the interdisciplinary academic environment. The previous course sequence consisted of a CAD/CAM graphical communication course followed by a traditional C programming course. The CAD/CAM course consists of two hours of lecture and three hours of laboratory and covered graphical communication coupled with laboratory CAM activities as one semester (13 weeks) course. This particular course is named “EGR-101: Introduction to CAD/CAM” and this required course is the first engineering course that all freshmen identifying themselves as pre-engineering take. The C programming course was delivered using two hours of lecture and three hours of lab as a one semester (13 weeks) course. This particular course is named “EGR-261: Structured Programming in C” and this course is the second engineering course that all freshmen are required to take. The new combined sequence of courses includes similar topics with the addition of an introduction to basic electronics and microcontrollers. It was delivered using a two hour block and three hour block divided as needed between lecture and laboratory with mixed topics of CAD/CAM and C programming. A two semester open ended design and build project was used to combine the course elements. Final assessment result will be presented to evaluate the effect of the changes.Copyright © 2011 by ASME
2017 ASEE Annual Conference & Exposition Proceedings
2014 ASEE Annual Conference & Exposition Proceedings
2014 ASEE Annual Conference & Exposition Proceedings
The Four Pillars of Manufacturing Engineering model focuses on the ties between academic programs... more The Four Pillars of Manufacturing Engineering model focuses on the ties between academic programs and engineering practice. The pillars of the model focus on fundamental topic areas expected in any manufacturing program graduate. The foundation and lentil of the model address basic knowledge and competencies. The model is also recommended for other programs that are educating graduates who will serve industry. By addressing some or all of the Four Pillars model, programs will better prepare their students for professional practice. The engineering program at Grand Valley State University (GVSU) has an interdisciplinary senior project program combining students in Computer, Electrical, Mechanical, and Product Design and Manufacturing Engineering. Companies submit project applications, normally involving product design, production equipment, and/or test equipment. The applications are vetted by faculty whom approve applications and assign project teams. Once approved, the teams do the design, build, and test work with funding from the sponsor. Faculty manage the academic aspects of the projects, while the sponsors approve technical work. Projects must satisfy faculty and sponsor for successful completion. As a result a majority of project outcomes are put into use in production, used in testing, or added to a company's product lineup. A number of the projects have resulted in patents. Industry focused projects have made graduates highly prized by employers, and the program well supported by industry. The paper explores the relationship between the four pillars model and industry focused senior project. This will includes a sample project description and analysis. The Capstone Senior Project Course The final test of the student preparation is the senior project capstone course. This course uses many, but not all of the topics taught in prerequisite courses. In addition it introduces a few topics of a professional nature. The projects in this course are sponsored by local companies. Faculty vet the projects for suitability including technical challenge, well defined goals, and adequate financial support. The first segment of the project begins in the winter of the senior year. During this semester the students develop designs to satisfy the sponsor needs. The semester concludes with student presentations to sponsors. The sponsor must accept the proposal. In the second spring/summer semester the students order materials, build components, integrate components, test, and eventually deliver the result. Like the first semester, the sponsors must accept the final product for the course to conclude. The first semester
2008 Annual Conference & Exposition Proceedings
2008 Annual Conference & Exposition Proceedings
2013 ASEE Annual Conference & Exposition Proceedings
The culminating project in a freshman level CAD/CAM course introduces students to electromechanic... more The culminating project in a freshman level CAD/CAM course introduces students to electromechanical and/or pneumo-mechanical systems and drivetrains. In addition, it provides a third opportunity for students to explore the design process and to complete a design and build project. For two consecutive years, student groups participated in a modified version of the ASME Student Design Competition to fulfill this requirement. Adherence to the formal design process was enforced and monitored through intermediate project submissions. The objectives of learning the design process, electromechanical design, and exposure to design and build were achieved. Overall, using the ASME Student Design Competition as a basis for the freshman design experience was a success and will be repeated in future years based on the suitability of the design problem posed.
2013 ASEE Annual Conference & Exposition Proceedings
2013 ASEE Annual Conference & Exposition Proceedings
2020 ASEE Virtual Annual Conference Content Access Proceedings
2020 ASEE Virtual Annual Conference Content Access Proceedings
2017 ASEE Annual Conference & Exposition Proceedings
2011 ASEE Annual Conference & Exposition Proceedings
2009 Annual Conference & Exposition Proceedings
The faculty at Grand Valley State University, a primarily undergraduate engineering school, use b... more The faculty at Grand Valley State University, a primarily undergraduate engineering school, use black boxes to teach basic design of experiments techniques. The black boxes are literally wooden cubes painted black with four knobs projecting from the surface for the adjustable variables. One of the knobs was a dummy and did not affect the response. The measured response is the height of a metal rod projecting from the top of the box. Anecdotal evidence suggests that the black boxes were an effective teaching aid.
The faculty at Grand Valley State University, a primarily undergraduate engineering school, use b... more The faculty at Grand Valley State University, a primarily undergraduate engineering school, use black boxes to teach basic design of experiments techniques. The black boxes are literally wooden cubes painted black with four knobs projecting from the surface for the adjustable variables. One of the knobs was a dummy and did not affect the response. The measured response is the height of a metal rod projecting from the top of the box. Anecdotal evidence suggests that the black boxes were an effective teaching aid.
2015 ASEE Annual Conference and Exposition Proceedings
currently serves as Liaison Librarian to the School of Engineering and the other units within the... more currently serves as Liaison Librarian to the School of Engineering and the other units within the Padnos College of Engineering & Computing at Grand Valley State University, and to the Mathematics and Statistics departments at GVSU. In that position her primary role is to support students in courses in her liaison areas both in and outside of their classrooms. Helping students make connections between information literacy skills and the "life long learning" skills ABET seeks to see in engineering program graduates is an ongoing challenge. Prior to becoming a Liaison Librarian, Debbie served as Systems Librarian at GVSU and at Michigan Technological University for 25 years. She earned her MLIS at the University of Illinois Urbana-Champaign in 1983.
Volume 5: Engineering Education and Professional Development, 2011
This paper presents the design and implementation of a two course freshman year sequence at a mul... more This paper presents the design and implementation of a two course freshman year sequence at a multi-disciplinary engineering school. The driver for this change was the interdisciplinary academic environment. The previous course sequence consisted of a CAD/CAM graphical communication course followed by a traditional C programming course. The CAD/CAM course consists of two hours of lecture and three hours of laboratory and covered graphical communication coupled with laboratory CAM activities as one semester (13 weeks) course. This particular course is named “EGR-101: Introduction to CAD/CAM” and this required course is the first engineering course that all freshmen identifying themselves as pre-engineering take. The C programming course was delivered using two hours of lecture and three hours of lab as a one semester (13 weeks) course. This particular course is named “EGR-261: Structured Programming in C” and this course is the second engineering course that all freshmen are required to take. The new combined sequence of courses includes similar topics with the addition of an introduction to basic electronics and microcontrollers. It was delivered using a two hour block and three hour block divided as needed between lecture and laboratory with mixed topics of CAD/CAM and C programming. A two semester open ended design and build project was used to combine the course elements. Final assessment result will be presented to evaluate the effect of the changes.Copyright © 2011 by ASME
2017 ASEE Annual Conference & Exposition Proceedings
2014 ASEE Annual Conference & Exposition Proceedings
2014 ASEE Annual Conference & Exposition Proceedings
The Four Pillars of Manufacturing Engineering model focuses on the ties between academic programs... more The Four Pillars of Manufacturing Engineering model focuses on the ties between academic programs and engineering practice. The pillars of the model focus on fundamental topic areas expected in any manufacturing program graduate. The foundation and lentil of the model address basic knowledge and competencies. The model is also recommended for other programs that are educating graduates who will serve industry. By addressing some or all of the Four Pillars model, programs will better prepare their students for professional practice. The engineering program at Grand Valley State University (GVSU) has an interdisciplinary senior project program combining students in Computer, Electrical, Mechanical, and Product Design and Manufacturing Engineering. Companies submit project applications, normally involving product design, production equipment, and/or test equipment. The applications are vetted by faculty whom approve applications and assign project teams. Once approved, the teams do the design, build, and test work with funding from the sponsor. Faculty manage the academic aspects of the projects, while the sponsors approve technical work. Projects must satisfy faculty and sponsor for successful completion. As a result a majority of project outcomes are put into use in production, used in testing, or added to a company's product lineup. A number of the projects have resulted in patents. Industry focused projects have made graduates highly prized by employers, and the program well supported by industry. The paper explores the relationship between the four pillars model and industry focused senior project. This will includes a sample project description and analysis. The Capstone Senior Project Course The final test of the student preparation is the senior project capstone course. This course uses many, but not all of the topics taught in prerequisite courses. In addition it introduces a few topics of a professional nature. The projects in this course are sponsored by local companies. Faculty vet the projects for suitability including technical challenge, well defined goals, and adequate financial support. The first segment of the project begins in the winter of the senior year. During this semester the students develop designs to satisfy the sponsor needs. The semester concludes with student presentations to sponsors. The sponsor must accept the proposal. In the second spring/summer semester the students order materials, build components, integrate components, test, and eventually deliver the result. Like the first semester, the sponsors must accept the final product for the course to conclude. The first semester
2008 Annual Conference & Exposition Proceedings
2008 Annual Conference & Exposition Proceedings
2013 ASEE Annual Conference & Exposition Proceedings
The culminating project in a freshman level CAD/CAM course introduces students to electromechanic... more The culminating project in a freshman level CAD/CAM course introduces students to electromechanical and/or pneumo-mechanical systems and drivetrains. In addition, it provides a third opportunity for students to explore the design process and to complete a design and build project. For two consecutive years, student groups participated in a modified version of the ASME Student Design Competition to fulfill this requirement. Adherence to the formal design process was enforced and monitored through intermediate project submissions. The objectives of learning the design process, electromechanical design, and exposure to design and build were achieved. Overall, using the ASME Student Design Competition as a basis for the freshman design experience was a success and will be repeated in future years based on the suitability of the design problem posed.
2013 ASEE Annual Conference & Exposition Proceedings
2013 ASEE Annual Conference & Exposition Proceedings
2020 ASEE Virtual Annual Conference Content Access Proceedings
2020 ASEE Virtual Annual Conference Content Access Proceedings
2017 ASEE Annual Conference & Exposition Proceedings
2011 ASEE Annual Conference & Exposition Proceedings