Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Shan Jiang, Iowa State University; Ann M Gansemer-Topf, Iowa State University; Nigel Forest Reuel, Iowa State University of Science and Technology; Gül E. Kremer, Iowa State University of Science and Technology; Qing Li, Iowa State University; Rebecca Mort, Iowa State University

research. Theproject plan contains the following elements: an overview, a statement of objectives, adescription of approaches, schedules of activities, a project budget, resource requirements,evaluation methods, and preparations to meet potential problems. An example written by one ofthe course instructors is provided in Appendix 1. Students will be asked to begin developing theirproject charter following the second week of the course. The project charter will be an ongoingassignment which students can adjust as they gain clarity over the focus of their research. Sincestudents may be entering the course at different stages of their PhD programs, it is to be expectedthat the project charters of some will be more complete than others.We also

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Ann M Gansemer-Topf, Iowa State University; Qing Li, Iowa State University; Shan Jiang, Iowa State University of Science and Technology; Gül E. Kremer, Iowa State University of Science and Technology; Nigel Forest Reuel, Iowa State University of Science and Technology; Rebecca Mort

context of the development and implementation of professional skills inhigher education curricula, with specific interest in STEM fields.Purpose: The purpose of our study was to identify best practices related to implementingprofessional development skills into an academic curriculum. The goal was to utilize thisinformation in the development, planning, implementation, and assessment of our GAPSprogram.Design: We engaged in a systematic literature review. We focused on the curricular andpedagogical approaches to implementing these skills, results of the initiatives, andmethodologies used to assess their effectiveness.Results: Our literature review uncovered the “messiness” of teaching and learning of skills suchas project management. There is

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Douglas W. Jacobson, Iowa State University of Science and Technology; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University of Science and Technology; Allegra Frickel, Iowa State University

to the start of the project we worked with the students to help them understand how toenter time and that they were to keep their total weekly hours under 30 hours. We were fortunateto have support from our college’s research institute to help process the student payroll.After finalizing the number of students in the program, there was enough funding available toallow the students through their faculty mentors to purchase equipment (FPGA boards, robots,etc.) to support their projects. As we reached the end of the program, there were sufficient fundsremaining in the account to provide an additional $600 for each student in their last payrollperiod as a one-time payment. Moving forward we plan to resolve the stipend versus hourlyissue so we

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Filipe Santos Araujo, Pittsburg State University; Erik A. Mayer, Pittsburg State University

, distribution lines, and substations. The PowerWorld simulator can be used asa planning and monitoring tool of power grid or as an educational tool to visualize powersystems theory (PowerWorld, n.d.).The lab for the first week, Lab 1, was an introduction to one-line diagrams and the PowerWorldSimulator which gave students their first exposure to the software that would be used throughoutthe substation curriculum. The lab contained a step-by-step tutorial on how to create the smallpower grid shown in Fig. 2 and run a simulation. A free version of PowerWorld was used for thelab which had a limitation of up to 13 buses. Fig. 2: One-line diagram from PowerWorld tutorial in Lab 1The lab for the second week, Lab 2, is shown in Appendix A. Lab

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Jeffrey A. Starke P.E., Marquette University; Margaret L McNamara P.E., Marquette University; Richard J. Povinelli P.E., Marquette University; Daniela Castillo-Perez, Marquette University; L. Noelle Brigham, Marquette University

classmates and student teams. In fairness to all students that were forcedto make this transition, faculty should consider what student skills are required to effectivelyinteract in the new environment. Faculty may need to integrate small activities to introduce thefunctionality of the collaborative tool or promote a new workflow. One author is integratingOneNote to establish course notebooks that can provide a semester long record of the projectdesign. This can be accomplished by introducing a variety of collaborative tools (video, chat,virtual whiteboard) and developing a communication plan with the students based on theirpreferences early in the semester.CONCLUSIONS Our next steps are to continue instructor and peer interaction, which