Conference Session

Design Experiences in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Pennsylvania State University, Behrend College; Daniell DiFrancesca, Pennsylvania State University, Behrend College; Matthew Swinarski, Pennsylvania State University, Behrend College; Chetan Nikhare, Pennsylvania State University, Behrend College; Mohammad Rasouli, Pennsylvania State University, Behrend College; Qi Dunsworth, Pennsylvania State University, Behrend College

use. It makes a tremendous contribution to the economy in the form ofincreasing gross domestic product (GDP), exports, creating high-paying jobs, supporting all othersectors, and provides a meaningful return on investment. The integrated nature of manufacturingis evident in its symbiotic relationship with innovation, Science, Technology, Engineering, andMathematics (STEM) education, and national security [1]. Unfortunately, few young Americanschoose a manufacturing career [2]. Meanwhile, the current manufacturing workforce is lesseducated and slower to adapt to new technology compared to other sectors. It is predicted thatbefore 2025, two million manufacturing jobs will be left unfilled due to a widening skills gap [3],which is further

Conference Session

Two-Year College Potpourri

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gary Mullett, Springfield Technical Community College

undergraduate degree programs. Beginning in the mid-1980s, the field ofengineering education started to respond to numerous reports that there needed to be changesmade to engineering education. An increased emphasis on synthesis and design, open-endedproblem solving, development of management and communications skills, professionaldevelopment, and career-long learning are all included in this call for change. This response wasin reaction to a perceived need to correct a multiple decades long emphasis on engineeringscience that occurred post-World War II tilting the engineering education field away fromengineering practice and the new realities of a global economy that demanded skill sets notemphasized at the time [13]. Several new initiatives drove

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

, and Interconnectedness—encapsulate decades ofresearch on social cognitive career theory [5], social identity theory [6], self-efficacy theory [7],and need for social connectedness [8]. A fourth concept known to be important for inclusion isCultural-Intelligence (CQ). CQ enables people to work more effectively with culturally diverseothers, a skill critical for developing culturally intelligent, global engineers [9]. Having CQ alsoallows a person to understand the culture in a workplace, and, if inclusive, allows people fromdiverse backgrounds to feel that they fit in with the workplace culture. In addition, OverallInclusion (see Figure 1) was asked on a 1-7 strongly disagree to strongly agree scale, as well, todirectly gauge the more abstract

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Marko Lubarda, University of California, San Diego; Mia Minnes, University of California, San Diego; Alex Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

career. Student questionstypically focused on grading. For those that asked about internships, information about schoolresources were provided and an offer was made to have the instructor review their resume. Of the37 students in the class, 3 of them submitted a resume for review.Academic integrity was addressed by asking students not to share the content of the oral examwith classmates, and instructor and IA had a comment area in the grading sheet to indicatesuspected academic integrity concerns. In Fall Quarter 2021 of MAE 30A there was no evidenceof students sharing oral exam content. To the contrary, students on the second day of the examscontinued to make mistakes, which would not be the case if the oral exam content had beenwidely shared

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Leah Klement; Marko Lubarda, University of California, San Diego; Minju Kim, University of California, San Diego; Alex Phan, University of California, San Diego; He Liu; Mia Minnes, University of California, San Diego; Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Xuan Gedney, University of California, San Diego

onboardingprocess to prepare them for oral exam administration, as well as ongoing feedback andmentorship. This ties in with a broader impact of this project, which is to better prepare the nextgeneration of engineering educators from the training we develop and implement. Some of theIAs who participate in this project have a strong interest in engineering education careers, andthe IA training they receive from this project will better prepare them as engineering educators.Oral exams are also excellent opportunities for technical conversations, similar to those seen inindustry interviews or in authentic team collaborations. IA training for this project, thus,translates beyond academic careers and can be of value to IAs focused on industry careers.Develop

Conference Session

Unassigned (6 available)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Heemstra, University of Illinois at Urbana - Champaign; Luis Rodriguez; Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Erin Cortus, University of Minnesota - Twin Cities; John Classen, North Carolina State University at Raleigh; Jacek Koziel, Iowa State University of Science and Technology; Alison Deviney

identify competenciesneeded for transdisciplinary research teams. The competencies are focused on students and earlycareer academic professionals and especially those entering careers in FEWS fields and thoseteaching or mentoring these groups. The review identified competencies related to six domainareas, oriented around the individual, relationships and connections, team, process, outputs andoutcomes, and growth. As academic institutions continue to recognize the role oftransdisciplinary research in addressing complex societal issues, graduate education programswill have to incorporate transdisciplinary competencies into the curriculum. We offer thecompetencies identified by the INFEWS-ER project as a contribution to this ongoingconversation

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Boni Yraguen, Georgia Institute of Technology; Hannia Koolman, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Anna Lummus, Georgia Institute of Technology

assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Anna K LummusHannia Elisa KoolmanRoxanne Moore (Research Engineer II) Roxanne Moore is a Senior Research Engineer in the G.W. Woodruff School of Mechanical Engineering and the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at the Georgia Institute of Technology. Her research focuses on design and engineering education with a focus on promoting diversity and inclusion. She has served as PI and co-PI for grants from multiple sponsors including NSF and Amazon totaling more than $9M. In addition, her STEM outreach programs and curricula have impacted

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston

) and culturally responsive pedagogy (CRP). Currently, K-12schooling in the U.S. lacks exposure to the appreciation and knowledge surrounding thecreativity, rewarding work, and positive learning outcomes associated with STEM related careers[1]. This lack of exposure especially limits females and people of color, both of whom arealready underrepresented in STEM fields [2], [3]. As such, while the need for improving thesuccess rates in STEM coursework is pertinent across all racial and ethnic backgrounds, it isespecially critical to address the needs of students from underrepresented and historicallymarginalized populations that are disproportionately less likely to pursue and persist throughSTEM-related degree programs [4]. Any reform

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erin Henslee, Wake Forest University; Adetoun Yeaman, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University

Paper ID #37895Virtue Ethics in Robotics: An ethics module to cultivatecharacter and ethical reasoningErin Henslee Dr. Erin Henslee is a Founding Faculty and Assistant Professor of Engineering at Wake Forest University. Prior to joining Wake Forest, she was a Researcher Development Officer at the University of Surrey where she supported Early Career Researchers publishing in the areas of inclusive researcher development. She has taught over 20 different engineering courses across a variety of institutions and departments. She has received teaching awards including WFU’s Innovative Teaching Teaching Award and

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University; Janille Smith-Colin, Southern Methodist University; Cindy Hua

Paper ID #37930‘Socially Distanced Community Engagement’ –Teaching GISSite-Analysis during COVIDJessie Zarazaga (Sustainability & Development Program Director)Cindy Hua Hello! I am a Ph.D. student in Applied Science for Engineering at Southern Methodist University. My research interests center on how community-based STEM can impact learning patterns and interest in STEM careers. I am equally interested in how such learning can also become a tool for student voice. During my time as a Human Rights Fellow, I created a STEM education program, STEM+Z: Investigating an Undead Apocalypse, using aspects of popular

Conference Session

CIT Division Technical Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sam Siewert, California State University, Chico; Rishab Shah, University of Colorado Boulder

Paper ID #37976Addressing Learning Objective Gaps Between RateMonotonic Theory and Practice using Real-Time SimulationExercisesSam B Siewert (Associate Professor) Sam Siewert has studied at University of California Berkeley, University of Notre Dame, University of Houston and University of Colorado Boulder and has a BS in Aerospace and Mechanical Engineering and MS/Ph.D. in Computer Science. He has worked in the computer engineering industry for twenty four years before starting an academic career in 2012. Half of his time was spent on NASA space exploration programs including the Spitzer space telescope, Space

Conference Session

ECE Division Technical Session 1: Online or Remote Teaching and Curricular Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Weiying Zhu, Metropolitan State University of Denver

biggest concern on the tools developed by academic research teams, such as APM andARMSIM#. In Summer 2016, we found that ARMSIM# cannot be installed on a couple ofWindows 10 computers due to a .net library error. Secondly, although the environment ofμVision is more complex than that of ARMSIM#, it is more powerful and has a better usabilityafter the learning curve. Thirdly, using a professional tool that is commonly used in the industrycan better prepare our students for their future careers. Table 2. μVision vs. ARMSIM# μVision ARMSIM# It is a professional tool released by ARM Ltd. It is a tool developed by a research group

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado Boulder; Lauren Cooper, California Polytechnic State University, San Luis Obispo

’ futuresuccess in school, in their careers, and in life [5].PBL offers unique benefits to engineering students. One of the defining characteristics of PBL isthe use of ill-structured problems, which are problems that contain multiple viable solutions andsolution paths [3]. Ill-structured problems also contain uncertainty about which concepts andprinciples are needed to generate a solution, which requires students to develop higher-orderthinking skills such as the ability to initially identify and define the “correct” problem and setparameters for its solution [6]. In this way, with its focus on ill-structured problems, PBL helpsprepare students for tasks they will perform in their professional engineering careers.Another benefit of engaging engineering

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Benjamin Dymond, University of Minnesota Duluth; Camilla Saviz, University of the Pacific; David Saftner, University of Minnesota Duluth; Jeffrey Shafer, University of the Pacific; Kacie D'Alessandro, Virginia Military Institute; Tanya Kunberger, Florida Gulf Coast University; Christopher Shearer

engineering courses and enjoys working with his students on bridge related research projects and the ASCE student chapter.Benjamin Z. Dymond (Associate Professor)David A Saftner (Associate Professor) Dr. David Saftner is an Associate Professor in the Department of Civil Engineering. He earned a BS from the United States Military Academy and an MS and PhD from the University of Michigan. Prior to pursuing a career in academics, Dr. Saftner spent five years as an engineer officer in the US Army and serving in Missouri, Colorado, Kuwait, and Iraq. His areas of research include beneficial reuse of waste soil material, geotechnical site investigation and characterization, and teaching and learning in engineering education. He

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Newland, York University; Raghad El-Shebiny, York University; Olivia Alsop, York University

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, University of California, San Diego; Elizabeth Cowan, eGrove Education; Bahar Memarian, University of Toronto

information relating to the studentthought process, which can ultimately be incorporated into the algorithms of the CBL.Spatial visualization is the ability to think in 3 Dimensions (3D). Spatial visualization is used in awide range of careers [8] including architecture, engineering, biology, medicine, manufacturing,and art. Spatial visualization ability has been correlated to increased graduation rates [9] andaccomplishments in STEM ([8], [10], [11], and [12]). It has been shown that spatial visualizationis a learnable skill in adults [13] and children ([14], [15], [16]). A seminal study by Sorby [9] ofover 7000 students lasting more than a decade showed that spatial visualization trainingincreased GPAs and graduation rates among engineering

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nandini Sharma, University of Texas at Austin; Jeffrey William Treem, University of Texas at Austin; Megan Kenny Feister, California State University Channel Islands

to recognize that junior researchers training in interdisciplinary settings are indifferent stages of learning their craft, have widely varying research and career goals, and workwithin the confines of research labs with shared access to limited resources. Possibilities to seekindividual experts and resources outside the lab are limited given their lack of wider network thatis rather associated with higher academic ranks and more experience (van Rijnsoever et al.,2008). This is not to say, however, that junior researchers do not have access to these networksthrough their senior colleagues, but collaboration nevertheless with restricted immediate accessto experiential knowledge and resources. Collaboration, therefore, becomes complex

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Kurfess, California Polytechnic State University, San Luis Obispo; Katya Vasilaky, California Polytechnic State University, San Luis Obispo; Tina Cheuk, California Polytechnic State University, San Luis Obispo; Ryan Jenkins; Grace Nolan; Amir Hajrasouliha; Elise St John

the Learning Management System by Instructure,and also as a descriptor for a “canvas sheet” used as an assessment instrument. To emphasize the difference, we willuse “canvas sheet” or “ESJ Canvas” for the latter.individually and then convene for an overall assessment. In our educational context, we wantedto see how this set of ESJ tools could be used by undergraduate students who may be embarkingin research and careers that use and apply data sciences across various disciplines. The use ofthis toolkit is paired with student-generated proposals that students themselves practiceevaluating. As a result, students deployed this toolkit with both quantitative and qualitativeelements. This included the ability to ‘score’ or evaluate each criteria

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kayla Ney, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

aid in the development of professional skills and solving real-world problems.X. AcknowledgementsThis work was made possible by a grant from the National Science Foundation (NSF DUE1503794 and NSF ISS 1552288). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] M. Itani and I. Srour, “Engineering students’ perceptions of soft skills, industry expectations, and career aspirations,” J. Prof Iss. Eng. Ed. Pr., vol. 142, no. 1, 04015005

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

moralimagination through service learning, “dramatic rehearsals,” and alternative job fairs. [8, p. 243].Zhu and Jesiek argue that engineering ethics needs to focus more on the pragmatic than theidealistic, especially because engineering is such a global enterprise. They argue that the maintrends in engineering ethics education “decontextualizes ethics practice from the situatedcontexts in which ethical theories are to be ‘applied,’ the sociotechnical realities of real-worldwork environments, and the broader social and political contexts of engineering practice” [9, p.667]. They emphasize the relational and communicative components of dynamic decision-making involving stakeholders that students need to understand to be successful in their careers[9]. In a

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

adolescents who are engaged with engineering specific curriculum aswell as with first-generation college students in engineering with success [15]. First-year studentsare academically under-trained and come in with a wide range of previous knowledge and skillthat is greatly influenced by their class background, social capital, race, gender, etc. Connectingtheir knowledge and experience to capital [16] within the classroom setting broadens inclusivityand promotes acceptance of a wide range of backgrounds within the institutional setting.Producing engineering students who are career ready and socially competent is a desired outcomefor all programs. It is crucial for programs to set the tone that learning how to engage with diversegroups via

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University; Sura Alqudah, Western Washington University

from capstone designprojects to working in the industry showed that the existing engineering curricula in theparticipating institutions adequately prepare graduates for their professional careers [6].Since 2020, several studies have been published on the capstone project experience during thepandemic. Misra and Wilson stated that students' adaptation to the sudden change in learningexperience was noticed and acknowledged. Students showed resilience despite the challenges,but that may have come at the cost of their mental health [7]. Another study by Jamieson on theimpact of COVID-19 on Chemical Engineering Capstone students reflected that even with thissudden change in teaching modality, the course community preserved both the quality

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kang Xia; Mohammad Yunus Naseri, Virginia Polytechnic Institute and State University; Gautam Biswas, Vanderbilt University; Manoj Jha, North Carolina Agricultural and Technical State University (CoE); Erin Henrick, Vanderbilt University; Emily Kern; Caitlin Snyder; Landon Marston, Virginia Polytechnic Institute and State University; Abhishek Dubey; Christopher Vanags; Niroj Aryal; Steven Jiang, North Carolina Agricultural and Technical State University (CoE); Erin Hotchkiss; Vinod Lohani, Virginia Polytechnic Institute and State University; Brendan McLoughlin, Virginia Polytechnic Institute and State University; Sambridhi Bhandari

Virginia Tech. He is currently serving as a Program Director at the National Science Foundation and is assigned to NSF Research Traineeship (NRT), Innovations in Graduate Education (IGE), and CAREER programs.Landon Todd Marston (Assistant Professor) Dr. Landon Marston is an assistant professor in Civil and Environmental Engineering at Virginia Tech.Christopher Vanags Chris Vanags is the Director of the Peabody Research Office in Vanderbilt's Peabody College of Education and a Research Assistant Professor in the Department of Earth and Environmental Sciences. He is keenly interested in connecting primary scientific research to novel educational experiences with the goal of increasing the STEM pipeline for students from

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Theresa Meyerott, University of California, San Diego; Paul Hadjipieris

success. In addition, Theresa continues her enjoyment with teaching as a regular lecturer for the Joint Doctoral Program in Educational Leadership with both UCSD and CSUSM and teaches in the fully online MA.ED. at CSUSM. In addition, Dr. Meyerott is a Senior Associate for the Center for Culturally Proficient Educational Practice (CCPEP). Over the past 23 years, Dr. Meyerott has held a variety of positions in public education ranging from community college director, classroom science teacher, district administrator and state accountability coordinator. Theresa is an achievement-focused K-16 administrator with a career focused on empowering teachers, staff, and students to succeed. A skilled leader of research-driven

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Schuman, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Justin Kleiber, Virginia Polytechnic Institute and State University

andprofessionalism in the second semester of a student’s second year. The course is part of a set ofsweeping revisions to the undergraduate ECE program at the university. The department recentlymade significant changes to the undergraduate curriculum with support from a grant from theNational Science Foundation’s Revolutionizing Engineering Departments (RED) program. Thevision of the this ECE RED project was to transform the program so that it would attract a morediverse group of students and prepare them for a broader range of careers than the department’sprevious program had done. In the previous program, once a student chose between the electricalengineering (EE) or computer engineering (CPE) degree, they had a fixed set of courses to takewith no choices

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noah Bezanson; Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Nafissa Maïga

Engineering Education and Mechanical Engineering (courtesy) at Purdue University. Dr. DeBoer conducts education research and supports diverse students around the world as they are empowered to access, develop, and meaningfully apply engineering skills in their own communities. She has won multiple awards from the National Science Foundation (NSF), the American Education Research Association, the Spencer Foundation, and the US Department of State. During her first year as assistant professor, she received the NSF’s prestigious Early CAREER Award, and in 2017, she received the American Society for Engineering Education Mara Wasburn Women in Engineering Early Engineering Educator Award. © American

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Andino, Arizona State University; Fethiye Ozis, Carnegie Mellon University; Adnan Abdullahi, Arizona State University; Emily Henderson, Northern Arizona University

Engineering from the California Institute of Technology. Prior to being recruited to ASU, she was on the faculty at the University of Florida, and also worked for 2 years at Ford Motor Company in both their Chemistry and Chemical Engineering departments. Prof. Andino is the recipient of the 2017 Society of Hispanic Professional Engineers STAR Educator of the Year award, a Fulbright US Scholar award in Renewable Energy (for work in the Republic of Panamá during her sabbatical from ASU), and a National Science Foundation CAREER award, among many other local and regional awards. She is also a registered Professional Engineer who volunteers with the National Council of Examiners in Engineering and Surveying.Adnan Abdullahi

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Inesmar Briceno Rivero, Universidad Andres Bello; Maria Elena Truyol, Universidad Andres Bello

both public and private. Universities have beenworking on the incorporation of these new paradigms into their study curriculum, seeking totrain engineers in a comprehensive manner for the current job market. The School ofEngineering from a private university in Chile, enjoying the highest enrollment numbers inengineering careers nationwide, has made innovations in its curriculum in order to incorporateDT across all of its subjects. Professionals by and large acknowledge the importance of DT,while those associated to professional training recognize as necessary its inclusion in thecurriculum. However, in recent years with the appearance of Covid19, online teaching throughLMS became necessary, and it was subsequently noted that not all

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin McMullen, United States Military Academy; David Carlson, United States Military Academy; Brad Davis, United States Military Academy; Jes Barron, United States Military Academy; Brock Barry, United States Military Academy; Jakob Bruhl, United States Military Academy

Engineering) Dr. Brock E. Barry is the Director of Civil Engineering and Professor of Engineering Education in the Department of Civil & Mechanical Engineering at the United States Military Academy, West Point where he has been part of the faculty since 2009. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Technology, a Master of Science degree from University of Colorado at Boulder, and a PhD in Engineering Education from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10 years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional engineer. Dr. Barry's passion is teaching the Army's future