Focus On Students

CGCC started the engineering program in year 2002. At the time, there were twenty-five students enrolled in the Engineering program. Bassam and his department chairs worked hard to improve and grow the engineering program.  The program grew almost 10 times in size to over 140 engineering students. As the program expanded, new math, physics, chemistry and computer science classes had to be added.   Currently, CGCC offers most of the first two years of a program of study (64 transferable semester credits) leading to a bachelor's degree in various fields of engineering such as: Aerospace, Bio, Chemical, Computer Science, Computer Systems, Electrical, Environment, Industrial, and Mechanical Engineering

Chandler/Gilbert Community College has a successful and proven engineering program. Our job is to ensure that every student who completes this program and transfers to a university as a junior engineering student is as prepared or better prepared, than his or her new peers who started as freshmen at that university. We are able to complete this mission by providing high quality academics through a variety of unique initiatives:

• Engineering Learning Community
• Project-Based Learning
• Tutoring Center
• Ongoing practice of engineering concepts and design 
• Critical thinking
• Personal development

Activities that supported the teaching philosophy:
Engineering Learning Community

This linked learning community combines Engineering Analysis Tools and Techniques (ECE 102), First-Year Composition (ENG 101) and Calculus I (MAT221).  More than one half of an engineer's job involves writing.  Thus, it is important to help engineering students begin to develop the kinds of communication skills they can expect on the job-engineering communication.  Students will design real world projects and communicate the design process and results via literacy practices used in the real workplace.  Specific activities will include problem solving, research, readings, writings, guest speaker(s), field trip(s), and cooperative projects. 

This linked learning community combines Engineering Problem Solving and Design (ECE 103), second-Year Composition (ENG 102), and Calculus II (MAT 231).
In addition, most of the engineering projects and assignments are completed through a teamwork environment.  Students who feel a part of this success are much more apt to want to continue their education than those who feel isolated. This encouraging team environment is called a Learning Community and is a large part of the success of CGCC Engineering.

Project-Based Learning
We have pioneered a pedagogy termed project-based learning, whereby student teams design and construct real engineering projects in every engineering course they take. By the time they leave at the end of their sophomore year they have done design on a level comparable with some senior design capstone projects.
Prior to instituting this type of learning, we often heard students complain that they didn't see what physics, chemistry and mathematics had to do with becoming an engineer, or why engineers should have to take writing and economics classes. They felt that their early college learning was completely disconnected from their goal of being an engineer.
By instituting real-life design projects into each semester of learning at CGCC, we have eliminated such student concerns and comments.
A Design Project, which is completed in groups of 3-5, has the following components:

• Review of Research Literature 
• Proof of Engineering Concept
• Design of Product
• Manufacture of Actual Product
• Economic Feasibility
• Marketing Plan
• Market Study 
• Social / Political / Ethical Implications
• Environmental Impact Study
• Health and Safety Concerns
• Engineering Analysis
• MS Project management layout of the design
• AutoCAD Drawings
• Professional-Quality Report and a Power-Point Presentation.

Some of the Engineering Design Projects:
1.   Designing a catapult
2.   Designing vending machine
3.   Designing a robot
4.   Designing a 4-bit microprocessor
5.   Designing a solar home
6.   Interfacing with evaluation board to develop a digital watch and A/D converter
7.   Designing a hybrid car
8.   Designing a solar oven
9.   Designing of an operational amplifier
10. Designing Automated Teller Machine
11. Designing Stepper Motor Control
12. Designing Environmental Control
13. Designing Engine Speed Monitor
14. Designing Microprocessor-based cocktail mixer
15. Designing Pasteurization Process Control
16. Designing Baseball Simulation
17. Designing of a bridge Truss
18. Designing of a Car Lift
19. Designing of a Pulley System
20. Designing of a Fence-Post Remover
21. Designing of a Marble Sorting Device
22. Designing of a Cranberry Selector

We believe our students have benefited from the teaching philosophy that the engineering faculty has been using in their classes.