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Majid Noori

Bio: Majid Noori is an academic researcher from Cumberland County College. The author has contributed to research in topics: Living systems. The author has an hindex of 1, co-authored 1 publications receiving 1 citations.

Papers
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Book ChapterDOI
01 Jan 2010
TL;DR: In this article, an innovative initiative has been undertaken to use a living system such as an aquarium to teach basic engineering principles and activities and course content were developed for a freshman engineering class at Rowan University and the Cumberland County College and K-12 outreach for the New Jersey Academy for Aquatic Sciences.
Abstract: Engineering educators have typically used non-living systems or products to demonstrate engineering principles. Each traditional engineering discipline has its own products or processes that they use to demonstrate concepts and principles relevant to the discipline. In recent years engineering education has undergone major changes with a drive to incorporate sustainability and green engineering concepts into the curriculum. As such an innovative initiative has been undertaken to use a living system such as an aquarium to teach basic engineering principles. Activities and course content were developed for a freshman engineering class at Rowan University and the Cumberland County College and K-12 outreach for the New Jersey Academy for Aquatic Sciences. All developed materials are available on a dynamic website for rapid dissemination and adoption. Kauser Jahan Rowan University, USA Jess W. Everett Rowan University, USA Gina Tang Rowan University, USA Stephanie Farrell Rowan University, USA Hong Zhang Rowan University, USA Angela Wenger New Jersey Academy for Aquatic Sciences, USA Majid Noori Cumberland County College, USA DOI: 10.4018/978-1-61520-659-9.ch008

1 citations


Cited by
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Journal ArticleDOI
01 Apr 2012
TL;DR: This paper provides a framework for Canadian engineering programs to satisfy CEAB requirements through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list.
Abstract: The recently introduced Canadian Engineering Accreditation Board (CEAB) requirements for Graduate Attributes [1] require demonstrated learning outcomes for the first time. CDIO has required outcomes and benchmarking for more than a decade, and the CDIO Syllabus [2] has provided a detailed and proven framework within which to organize the topics covered by those outcomes. The latest revision of the syllabus informs many of our programs, and can provide the detail on how we can document a set of outcomes that meet the more general requirements of the CEAB Graduate Attributes. This paper provides a framework for Canadian engineering programs to satisfy CEAB requirements through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list. An engineering program can meet all of the CEAB Graduate Attribute requirements by addressing a subset of the CDIO Syllabus, however a CEAB accredited program may not meet all of the requirements of CDIO.

18 citations