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This paper describes enhancement of green energy and manufacturing subjects using a project based learning and leadership workshops as an educational strategy in a new manufacturing engineering program. There are a number of challenges facing green energy manufacturing from industrial perspective. For example, green energy manufacturing is a complex and technology-concentrated set of processes; therefore, it requires a very specialized and experienced workforce. In this paper, a LEGO® based project and various "Green Energy Manufacturing (GEM)" leadership workshops, which are used to enhance student's professional success, are introduced. Basically, a semester long GEM project using LEGO® and a few general and technical leadership workshops were arranged and delivered during the Industrial, Manufacturing and Systems Engineering (IMSE) Day. The paper is aimed at integrating green energy into the manufacturing engineering curriculum and to cultivate leaders in the field among minority and female engineering students. Successful completion of the course will lead to excellence in green energy and advanced engineering education. [ABSTRACT FROM AUTHOR]

This paper describes the development of a departmental civil engineering writing guide and assessment of student writing prior to implementing the guide. The pre-writing guide assessment will be compared to assessments of similar assignments after using the writing guide in instruction as part of an effort to quantify impact. The writing guide was a collaborative effort between the civil engineering and writing studies faculty. The collaboration reinforced work done in the required writing classes and allowed both parties to leverage their expertise. The writing guide currently contains sections detailing reports, figures, tables, equations, references, memos, homework, professional e-mails, and a general grading rubric. The rubric is general enough so that individual instructors can adapt it for a given assignment, while maintaining a consistent framework as students move from course to course. Civil engineering faculty used the proposed rubric to evaluate Fall 2014 assignments from a freshman-level introduction to civil engineering course, two required junior-level laboratory courses, and the department's capstone design course; all four courses were taught prior to use of the writing guide. Results demonstrate the need for a writing guide and suggest that the writing guide will help improve student work, particularly in the areas of format, summary, and conclusion. [ABSTRACT FROM AUTHOR]