Ali Bahi - Academia.edu (original) (raw)

Papers by Ali Bahi

2006 Annual Conference & Exposition Proceedings

2008 Annual Conference & Exposition Proceedings

2008 Annual Conference & Exposition Proceedings

2011 ASEE Annual Conference & Exposition Proceedings

International Journal of Technology and Design Education

Engineers play a vital role in enabling the sustainable development of their societies. Thus, it ... more Engineers play a vital role in enabling the sustainable development of their societies. Thus, it is necessary to teach sustainability in universities, especially for engineering students, for a more sustainable future. The present work aims to measure and enhance engineering students' awareness of sustainability by monitoring and evaluating learning and student outcomes during the last stages of an engineering curriculum and its culminating major design experience. A questionnaire to assess students' awareness of sustainability and its tools is implemented. From this empirical study, obstacles to the awareness of sustainability through engineering education are discussed. The analysis of the results of the questionnaire implies the modification of the structure of senior projects and other capstone design courses in order to include a proposed teaching and assessment framework. This framework emphasizes students' ability to understand and use effective sustainability tools, within the environment of their major design experience. The framework is composed of two paths. The first path concerns course design through which sustainability concepts and methods are included in several course elements. The second path addresses the assessment of the attainment of sustainability objectives by the students.

Journal of Radioanalytical and Nuclear Chemistry

Journal of Radioanalytical and Nuclear Chemistry

In the original publication of the article, the Acknowledgement section was missed. The complete ... more In the original publication of the article, the Acknowledgement section was missed. The complete Acknowledgement is given in this correction.

International Journal of Engineering Pedagogy (iJEP)

Most existing educational design approaches focus on discipline-specific modules, while those bas... more Most existing educational design approaches focus on discipline-specific modules, while those based on a generic product concept rarely target sustainability goals. With the increasing interest in sustainability and education for sustainable development, it is necessary to rethink the product design approaches to target both customer needs and community requirements for sustainability. The main goal of the integral design approach proposed in the present work is to create a broader picture that integrates the design process, life cycle analysis, and the role of each design and life cycle player. A wider management scheme that sets a clear road map of the contribution of all players is introduced. This scheme is based on a win-win strategy between different players to promote mechanisms to enhance sustainability and min-imize risks and socioeconomic footprints.

Journal of Radioanalytical and Nuclear Chemistry

2016 IEEE Global Engineering Education Conference (EDUCON), 2016

2015 International Conference on Interactive Collaborative Learning (ICL), 2015

Direct assessment is the key element to demonstrate satisfying the requirements of ABET Engineeri... more Direct assessment is the key element to demonstrate satisfying the requirements of ABET Engineering Criteria. Surveys and similar indirect measures could only provide secondary evidence and should be used in conjunction with direct measures of graded students' performance. The grades obtained by the students in course quizzes, exams, reports, projects, presentations, etc have to be converted to levels of achievement of Course Learning Objectives (CLOs). The mapping of these CLOs into Program Outcomes (POs) is used to obtain the degree of achievement of each student in the POs addressed by the course. This paper describes an EXCEL workbook developed to carry out this task. HI-CLASS is designed to be used by the course instructor on daily bases. In the beginning of the semester the instructor enters the main elements of the course design into a master sheet. The data and the results of each graded assessment are to be entered in a separate assessment work sheet that calculates the...

Engineering is a practical discipline. It is a hands-on profession where doing is a key element. ... more Engineering is a practical discipline. It is a hands-on profession where doing is a key element. Practicing engineers use research laboratories and development laboratories to obtain experimental data to guide them in designing and developing a product and/or to determine if a designed product performs as intended. Engineering students, on the other hand, need to go to laboratories to build up essential skills and abilities required for the engineering profession in general, and particularly those required to deal with industrial research and development laboratories. In January 2002, ABET, with support from the Alfred P. Sloan Foundation, held a 3-day colloquy to explore the issues related to the true goals of students’ undergraduate lab experience. The aim was to determine, through consensus, taxonomy of laboratory learning objectives, which could be validated and disseminated throughout the educational community. A final list of 13 objectives was developed as the desired outcomes...

An active/cooperative, introductory engineering design course is planned, implemented, assessed, ... more An active/cooperative, introductory engineering design course is planned, implemented, assessed, and evaluated using the project based learning approach to allow freshman level students to gain professional hands-on engineering design experience. The course project exposes the students to important contemporary issues, and excites their interest to address them in a creative way. The students are guided to discover by themselves how and why engineering approaches work, rather than simply providing a recipe for a solution. The open-ended design process allows the students to discover underlying complex engineering and scientific principles, and provide motivation for further study and engagement. The course was implemented for the first time in fall 2009. The students were asked to design a small wind turbine suitable for home use for energy saving purposes. Direct and indirect assessment tools indicated high level of achievement of course learning outcomes together with a high level...

Flow, Turbulence and Combustion, 2015

34th Aerospace Sciences Meeting and Exhibit, 1996

9th Applied Aerodynamics Conference, 1991

Experimental investigation of the wind shear effect on the aerodynamic forces on a wing. MAHER AL... more Experimental investigation of the wind shear effect on the aerodynamic forces on a wing. MAHER ALY, IBRAHIM OLWI, ALI AL-BAHI, MOHAMMAD GHAZI AIAA Applied Aerodynamics Conference, 9 th, Baltimore, MD, 116-122, 1991. ...

2014 IEEE Global Engineering Education Conference (EDUCON), 2014

ABSTRACT Accreditation requirements for a major design experience that prepares the students for ... more ABSTRACT Accreditation requirements for a major design experience that prepares the students for engineering practice are normally satisfied through capstone projects originating from and sponsored by the local industry. This is difficult to be satisfied in an environment of weak industry academia interaction. In this case the projects are coming from academically oriented faculty members with limited industrial experience resulting in research type projects. The present work describes a process implemented to ensure that capstone projects satisfy the requirements for a major design experience. The method also facilitates using capstone design in assessing several student outcomes by the time of graduation.

International Journal of Engineering Pedagogy (iJEP), 2013

Engineering students are required to have, by the time of graduation, a set of professional skill... more Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, lifelong learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

The case study in the present work deals with a Non-Western institution seeking accreditation for... more The case study in the present work deals with a Non-Western institution seeking accreditation for its 12 Engineering programs. The programs received substantial equivalency evaluation under the conventional ABET criteria for 6 years in 2003, and required extensive preparations the visit expected during the academic year 2008/2009 based on EC2000. Preparation activities started in 2005 when an Academic Accreditation Unit

2006 Annual Conference & Exposition Proceedings

2008 Annual Conference & Exposition Proceedings

2008 Annual Conference & Exposition Proceedings

2011 ASEE Annual Conference & Exposition Proceedings

International Journal of Technology and Design Education

Engineers play a vital role in enabling the sustainable development of their societies. Thus, it ... more Engineers play a vital role in enabling the sustainable development of their societies. Thus, it is necessary to teach sustainability in universities, especially for engineering students, for a more sustainable future. The present work aims to measure and enhance engineering students' awareness of sustainability by monitoring and evaluating learning and student outcomes during the last stages of an engineering curriculum and its culminating major design experience. A questionnaire to assess students' awareness of sustainability and its tools is implemented. From this empirical study, obstacles to the awareness of sustainability through engineering education are discussed. The analysis of the results of the questionnaire implies the modification of the structure of senior projects and other capstone design courses in order to include a proposed teaching and assessment framework. This framework emphasizes students' ability to understand and use effective sustainability tools, within the environment of their major design experience. The framework is composed of two paths. The first path concerns course design through which sustainability concepts and methods are included in several course elements. The second path addresses the assessment of the attainment of sustainability objectives by the students.

Journal of Radioanalytical and Nuclear Chemistry

Journal of Radioanalytical and Nuclear Chemistry

In the original publication of the article, the Acknowledgement section was missed. The complete ... more In the original publication of the article, the Acknowledgement section was missed. The complete Acknowledgement is given in this correction.

International Journal of Engineering Pedagogy (iJEP)

Most existing educational design approaches focus on discipline-specific modules, while those bas... more Most existing educational design approaches focus on discipline-specific modules, while those based on a generic product concept rarely target sustainability goals. With the increasing interest in sustainability and education for sustainable development, it is necessary to rethink the product design approaches to target both customer needs and community requirements for sustainability. The main goal of the integral design approach proposed in the present work is to create a broader picture that integrates the design process, life cycle analysis, and the role of each design and life cycle player. A wider management scheme that sets a clear road map of the contribution of all players is introduced. This scheme is based on a win-win strategy between different players to promote mechanisms to enhance sustainability and min-imize risks and socioeconomic footprints.

Journal of Radioanalytical and Nuclear Chemistry

2016 IEEE Global Engineering Education Conference (EDUCON), 2016

2015 International Conference on Interactive Collaborative Learning (ICL), 2015

Direct assessment is the key element to demonstrate satisfying the requirements of ABET Engineeri... more Direct assessment is the key element to demonstrate satisfying the requirements of ABET Engineering Criteria. Surveys and similar indirect measures could only provide secondary evidence and should be used in conjunction with direct measures of graded students' performance. The grades obtained by the students in course quizzes, exams, reports, projects, presentations, etc have to be converted to levels of achievement of Course Learning Objectives (CLOs). The mapping of these CLOs into Program Outcomes (POs) is used to obtain the degree of achievement of each student in the POs addressed by the course. This paper describes an EXCEL workbook developed to carry out this task. HI-CLASS is designed to be used by the course instructor on daily bases. In the beginning of the semester the instructor enters the main elements of the course design into a master sheet. The data and the results of each graded assessment are to be entered in a separate assessment work sheet that calculates the...

Engineering is a practical discipline. It is a hands-on profession where doing is a key element. ... more Engineering is a practical discipline. It is a hands-on profession where doing is a key element. Practicing engineers use research laboratories and development laboratories to obtain experimental data to guide them in designing and developing a product and/or to determine if a designed product performs as intended. Engineering students, on the other hand, need to go to laboratories to build up essential skills and abilities required for the engineering profession in general, and particularly those required to deal with industrial research and development laboratories. In January 2002, ABET, with support from the Alfred P. Sloan Foundation, held a 3-day colloquy to explore the issues related to the true goals of students’ undergraduate lab experience. The aim was to determine, through consensus, taxonomy of laboratory learning objectives, which could be validated and disseminated throughout the educational community. A final list of 13 objectives was developed as the desired outcomes...

An active/cooperative, introductory engineering design course is planned, implemented, assessed, ... more An active/cooperative, introductory engineering design course is planned, implemented, assessed, and evaluated using the project based learning approach to allow freshman level students to gain professional hands-on engineering design experience. The course project exposes the students to important contemporary issues, and excites their interest to address them in a creative way. The students are guided to discover by themselves how and why engineering approaches work, rather than simply providing a recipe for a solution. The open-ended design process allows the students to discover underlying complex engineering and scientific principles, and provide motivation for further study and engagement. The course was implemented for the first time in fall 2009. The students were asked to design a small wind turbine suitable for home use for energy saving purposes. Direct and indirect assessment tools indicated high level of achievement of course learning outcomes together with a high level...

Flow, Turbulence and Combustion, 2015

34th Aerospace Sciences Meeting and Exhibit, 1996

9th Applied Aerodynamics Conference, 1991

Experimental investigation of the wind shear effect on the aerodynamic forces on a wing. MAHER AL... more Experimental investigation of the wind shear effect on the aerodynamic forces on a wing. MAHER ALY, IBRAHIM OLWI, ALI AL-BAHI, MOHAMMAD GHAZI AIAA Applied Aerodynamics Conference, 9 th, Baltimore, MD, 116-122, 1991. ...

2014 IEEE Global Engineering Education Conference (EDUCON), 2014

ABSTRACT Accreditation requirements for a major design experience that prepares the students for ... more ABSTRACT Accreditation requirements for a major design experience that prepares the students for engineering practice are normally satisfied through capstone projects originating from and sponsored by the local industry. This is difficult to be satisfied in an environment of weak industry academia interaction. In this case the projects are coming from academically oriented faculty members with limited industrial experience resulting in research type projects. The present work describes a process implemented to ensure that capstone projects satisfy the requirements for a major design experience. The method also facilitates using capstone design in assessing several student outcomes by the time of graduation.

International Journal of Engineering Pedagogy (iJEP), 2013

Engineering students are required to have, by the time of graduation, a set of professional skill... more Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, lifelong learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

The case study in the present work deals with a Non-Western institution seeking accreditation for... more The case study in the present work deals with a Non-Western institution seeking accreditation for its 12 Engineering programs. The programs received substantial equivalency evaluation under the conventional ABET criteria for 6 years in 2003, and required extensive preparations the visit expected during the academic year 2008/2009 based on EC2000. Preparation activities started in 2005 when an Academic Accreditation Unit