Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John J. Classen, North Carolina State University at Raleigh; Alison V. Deviney, Biological and Agricultural Department, North Carolina State University

Tagged Divisions

Biological and Agricultural Engineering

wereillustrated in a concept map. Students were then assigned to create a more comprehensiveconcept map of their entire curriculum and write a reflection on the experience. Several studentsexpressed a fresh awareness of the curriculum design and an appreciation of the attention of thefaculty to their education. This exercise was especially beneficial to students within one or twosemesters of graduation. Because graduate students have moved to a different level of theireducation and are focused on research projects with timelines not bound by the semester, nosimilar exercise was used.The first undergraduate project was an individual assignment titled the North Carolina SwineIndustry Summary, and was designed to build on earlier lessons and prior knowledge

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lucie Guertault, North Carolina State University; Tamecia R. Jones, North Carolina State University at Raleigh; Eric Steven Hall, North Carolina State University; Praveen Kolar, North Carolina State University

Tagged Divisions

Biological and Agricultural Engineering

the classroomin the Fall 2020 and Spring 2021 semester, whether they were teaching their senior design coursein person or online. This observation is consistent with the findings of [10] showing the shift toremove learning has driven the adoption of new digital tools in the classroom.Though they may have been initially underprepared, several engaged in additional trainingoffered by their Universities during the Summer. Their reflections are shared below: ● Next semester (Spring 2021), we are going to try to use a lot of the same tools and technologies that we used on the fly last year because in the end, they really worked well. ● Probably a big change I made this year (Spring 2021) is that we implemented Microsoft

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alicia A. Modenbach P.E., University of Kentucky; Michael "Mick" Peterson, University of Kentucky

Tagged Divisions

Biological and Agricultural Engineering

therealization of the design. Parts are ordered and prototypes are manufactured. For the 2019-2020academic year, all the actualization of the projects happened simultaneously with the global shutdown due to the COVID-19 pandemic. Seven months of design work suddenly had to pivot intoprojects and deliverables that could be completed remotely without access to much of the tools,equipment, and resources typically used by teams. This transition was much easier for someprojects than others.Upon completion of the Spring 2020 semester, the instructors reflected upon the outcome of thecourse and acknowledged several positive and negative aspects and used those to guide changesimplemented on the next iteration of the capstone course. This practice seemed to

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tara Gupte Wilson, Wright State University; Ashley Nicole Venturini, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

elements. Public health restrictions on in-person gatherings due to the globalCOVID-19 pandemic shifted many courses that were previously not considered appropriatecandidates for e-Learning to an online platform. This was one of those courses.Anecdotal evidence from the teaching team suggested that students preferred this onlineapproach to the more traditional class setting. Written reflections and Likert scale survey datawere collected from students in the class that transitioned from in-person to online-delivery todetermine their course preference, and indicated positive attitudes towards the online-deliverymode. Additionally, test scores from two previous years were compared to current exams todetermine if the change in lecture delivery mode

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol S. Stwalley, Purdue University at West Lafayette (COE); Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin; Sarah Larose, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

.[11] R. M. Stwalley III, "Definition, mission, and revitalization of cooperative education programs," in ASEE 2006 Chicago Proceedings, 2006.[12] G. Bolton, "Narrative writing: reflective enquiry into professional practice," Educational Action Research 14, no. 2, pp. 203-218, 2006.[13] M. Haddara and H. Skanes, "A reflection on cooperative education: from experience to experiential learning," Asia-Pacific Journal of Cooperative Education 8, no. 1, pp. 67-76, 2007.[14] R. M. Stwalley III, "Professional career skills in senior capstone design," in ASEE Capstone Conference - Columbus, Washington, DC, 2016.[15] R. M. Stwalley III, "Assessing improvement and professional career skill in senior capstone design through course