Conference Session

Issues and Direction in ET Education and Administration: Part II

Collection

2009 Annual Conference & Exposition

Authors

Enrique Barbieri, University of Houston; Wajiha Shireen, University of Houston; Farrokh Attarzadeh, University of Houston; Raresh Pascali, University of Houston; Miguel Ramos, University of Houston; William Fitzgibbon, University of Houston

Tagged Divisions

Engineering Technology

industrialized nation, engineering education at virtually all USinstitutions still follows a traditional model that dates back to the middle of the 20th Centurydesigned to emphasize theoretical content reflecting a postwar embrace of science byengineering programs. A glaring exception is perhaps Olin College, which opened in fall 2002to an inaugural freshman class www.olin.edu/about_olin/olin_history.asp after creating andtesting “an innovative curriculum that infused a rigorous engineering education with businessand entrepreneurship as well as the arts, humanities and social sciences. They developed a hands-on, interdisciplinary approach that better reflects actual engineering practice.” Many feel thatthe transition from engineering applications to

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Sharon deMonsabert, George Mason University; John Lanzarone, U.S. Army Corps of Engineers; Mico Miller, George Mason University; Barry Liner, George Mason University

Tagged Divisions

Continuing Professional Development

respondent rated these itemsnegatively.While Figure 1 displays some key questions from the survey, two questions are not reflectedabout whether the individual had been promoted since taking one of the courses and if she/hebelieved the course had an effect on their being promoted. One of the seven students had beenpromoted and while that student responded to questions reflected in Figure 1 as strongly orslightly agreeing, s/he indicated that it was believed that the course(s) was neutral in having apositive impact on their getting the promotion. Had the survey not been anonymous, follow-upquestions to this student may have been more revealing.Figure 2 displays the responses of USACE students taking one or two courses to a series ofquestions related

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

James Conrad, University of North Carolina, Charlotte; Nabila (Nan) BouSaba, University of North Carolina, Charlotte; William Heybruck, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; Peter Schmidt, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

ofevaluation has been expanded to encompass all documentation and refined to reflect theimportance of various aspects of each document. Each rubric is provided to the students beforethe assignment is due so that they may ensure their document meets the high-level of standardsthe sponsor will expect.The nine rubrics defined were in use during the Fall 2008 semester. Based on observation ofstudent performance, we determined that some modifications were needed to add weight to theactual design component of the project, not just the formatting and mechanics of thedocumentation. Therefore, the descriptions below refer to the old version of the rubric (Fall2008) versus the new version of the rubric (Spring 2009

Conference Session

ECE Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Georgios Anagnostopoulos, Florida Institute of Technology; Michael Georgiopoulos, University of Central Florida; Veton Kepuska, Florida Institute of Technology; Kenneth Stanley, University of Central Florida; Alison Morrison-Shetlar, University of Central Florida; Pat Lancey, University of Central Florida; Paula Krist, University of Central Florida; Tace Crouse, University of Central Florida

Tagged Divisions

Electrical and Computer

Debriefing, where all students and mentors would gatheragain to reflect on the activities and accomplishments of the day. During the Debriefing ashort account was discussed of what had transpired during the day, what had beenaccomplished, what problems had occurred, how they were overcome, etc. Additionally, planswere forged and coordinated for the next day, if applicable. It was rather common that, after thedaily Debriefing, the project staff from the two sites would communicate with each other aboutthe day’s progress and issues encountered.C. Research ActivitiesStudent participants in AMALTHEA are typically organized in research teams typicallyconsisting of 1-3 REU students, a graduate mentor (when possible) and a faculty mentor. Theresearch topic

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Ron Lasser, Tufts University; Katie Su, Smith College; Sarah Pedicini, Smith College

Tagged Divisions

Design in Engineering Education

be effective for the company. Others reflected the importance of havingemployees who can interact with customers. Several suggested that technical competence isexpected, but professional competence is necessary for advancement: "It is understood thatindividuals will have impressive backgrounds when they get here. We find that individuals whohave the right attitudes are the ones that succeed." Given this sentiment, it is quite likely that theindustry emphasis on professional skills pre-supposes a sufficient baseline level of technicalability.The professional topics deemed most important by industry that did not surface from theacademic or student perspective fit the nature of a competitive working environment. Industryresponses were blunt in

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Jason Weaver, University of Texas, Austin; Kristin Wood, University of Texas, Austin; Julie Linsey, Texas A&M University; John Wood, United States Air Force Academy

Tagged Divisions

Design in Engineering Education

measured by experts in the different fields). The list ofdescriptors is shown below in Table 2. Our assessment strategy entails asking the students toself-evaluate in these 18 areas both before and after they are exposed to the set of CG techniquesdescribed previously. We propose that the difference between their before and after assessmentin these 18 areas is a measure of their increase or decrease in creative ability. Both a controlgroup and experimental group are used as described in detail in the assessment sections below. Table 2 – Gough’s List of Creativity Descriptors Capable Egotistical Informal Interests wide Reflective Sexy Clever Humorous Insightful Inventive

Conference Session

Biological and Agricultural Tech Session I

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Rick Williams, East Carolina University; Stephanie Sullivan, East Carolina University; Loren Limberis, East Carolina University

Tagged Divisions

Biological & Agricultural

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University-Great Valley; Pamela Vercellone-Smith, Penn State Great Valley; Sally Sue Richmond, Penn State Great Valley

Tagged Divisions

Educational Research and Methods

14.613.9Figure 4: KAI score distribution for male students only Page 14.613.10Figure 5: KAI score distribution for female students onlyIn considering the sub-groups sorted by gender, the male students contained both the mostAdaptive and the most Innovative students in the total sample (as expected from generalpopulation studies19), but the female student group also contained individuals with highlyAdaptive and highly Innovative cognitive styles (within a total range of 79 points). While themale students reflected a distribution similar to that of the general male population (mean of 98),the female students (on average) showed a slight skew towards Innovation when compared to thegeneral female

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

results. Mostimportantly, it challenges us to reflect on how we come to determine grades if the students areunable to collectively concur with our assessment process. The concluding question asks, is thisproposed model correct and if so, does it have the necessary pedagogical components for moremature student centered higher learning in the classroom?ReferencesAlbert, R.S. (1975). “Toward a behavioral definition of genius.” American Psychologist, 30, pp. 140-151.Alexander, C., Ishikawa, S. & Silverstein, M. (1977). A Pattern Language: Towns, Buildings, Construction. New York: Oxford.Alexander, C. (1964). Notes on the Synthesis of Form. Cambridge, MA: Harvard University Press.Amabile, T. M. (1983). “The social psychology of creativity: a

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Lisa McNair, Virginia Tech; Chad Newswander, Virginia Tech; Eloise Coupey, Virginia Tech; Ed Dorsa, Virginia Tech; Tom Martin, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Design in Engineering Education

receivingfeedback from students and instructors, we extracted three categories of how groups are able toform in an effective and efficient manner. Once these classifications were selected, one authorcoded them and looked at class transcripts and interviews to determine what pedagogicalpractices were helpful in building coordination and communication among students. Theseselected categories were (1) desire to work in interdisciplinary groups, (2) manifestations ofgroup cohesion, and (3) the balance between structure and openness. The desire to work ininterdisciplinary groups reflected the promotion and applicability of each team’s project in theclassroom and work setting. Group cohesion was manifested by the ability of students to cometogether and produce

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Augusto Macalalag, Stevens Institute of Technology; Susan Lowes, Teachers College/Columbia University; Mercedes McKay, Stevens Institute of Technology; Karen Guo, Teachers College/Columbia University; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

knowledge in specific science topics andengineering. This paper will focus on the data collected from teachers regarding thesecond goal of this project, which is improving the teachers’ notions of scientific inquiry.Future papers will focus on findings that will address the other goals.Each year of the PISA program focuses on a different science discipline withcorresponding technology and engineering lessons. The first year was devoted to life andenvironmental sciences, earth and space sciences this year, and physical sciences nextyear.During the two-week summer institute held in 2008, teachers learned earth and spacescience content through lectures, hands-on activities, field trips, webquests, collaborativework, reflections, model-based inquiry

Conference Session

Infusing Engineering Content Through Curricular Innovation

Collection

2009 Annual Conference & Exposition

Authors

Emily Wischow, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

that the teachers planned to implement reflect the process of construct-centered design of lesson planning?These questions were addressed within the framework of previous research in lesson planningand professional development within the context of a summer professional development institute.ContextThis study was conducted based on lessons developed by teachers as the culminating project of atwo-week professional development institute in nanoengineering, science, and technology Page 14.1122.6conducted by the NCLT at Purdue University. Participants were teachers from all disciplines ofscience as well as high school engineering teachers

Conference Session

Entrepreneurship Education: Experiential Learning and Economic Development II

Collection

2009 Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Moshe Barak, Ben-Gurion University of the Negev; Timothy VanEpps, Florida Atlantic University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Table 1: Module-activity-skill Relationship 73. “Short Course Modules” These types of modules are meant to deliver material that normallyneeds at least 15 hours of teaching and additional 15 hours for self learning, reflecting and practice. Theplan is to have two courses which will run during the second year of each cohort. The first course titled:Inventive and Innovative Problem Solving, focuses on teaching and fostering methods for inventiveand innovative thinking. Specifically systematic methodologies will be presented for thinking out-of-the-box based on well established literature and the cumulative experience of the authors. The followingtopics could be included in such a short course

Conference Session

Laboratories in Engineering Technology

Collection

2009 Annual Conference & Exposition

Authors

Robert Edwards, Pennsylvania State University, Erie; Gerald Recktenwald, Portland State University

Tagged Divisions

Engineering Technology

Figure 11 – Installed Power Supply 12After all of the data is collected the students plot each of the curves. There are two types ofcomparisons the students are asked to make. First, the intersection of the fan and impedancecurves for the power supply is compared with the data for the actual operating point. Secondly,the fan curves for the series and parallel configurations are compared to theoretical curves. Thestudents are asked several reflection questions to try and make sense from the results.It is fairly obvious from the size of the flow bench that it is not easy to bring it into a classroomfor a short demonstration. Figure 12 shows a device

Conference Session

ASCE Policy 465: Raising the Bar

Collection

2009 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama; Debra Larson, Northern Arizona University; Kevin Hall, University of Arkansas; Kevin Sutterer, Rose-Hulman Institute of Technology; James Alleman, Purdue University; Kenneth McManis, University of Louisiana; Jean-Pierre Bardet, University of Southern California; Brett Gunnink, Montana State University; George List, North Carolina State University; Roger Smith, Texas A&M University; Thomas Lenox, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

at LOA 5 – Synthesis - is not easily fulfilled by all current civil engineeringgraduates, so the response could merely reflect that some programs are skeptical that allgraduates have demonstrated an ability to design a complex system or process. The lowerresponse for that outcome in Table 1A could also be a function of the rubric specified. The rubricidentifies LOA5 - Synthesis as incorporating “realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability.”Some of the surveyed programs may not expect graduates to consider more than one constraintin their designs. Thus, the graduates may be able to “design a complex system or process to meetdesired needs,” but not

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Michelle Watters, AUTO21; Derek Northwood, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Karen Benzinger, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

portion of the student’s college or universitycareer and allowing the progression in complexity of both the academic studies and the workexperiences is fundamental to cooperative education6. Employer and student performanceevaluation data have traditionally been used to reflect on and improve student or employerperformance in an informal way. An emphasis has been placed on developing evaluation criteriathrough learning outcomes that meet the needs of the cooperative education programs and theAccreditation Board for Engineering and Technology (ABET) or the Canadian EngineeringAccreditation Board (CEAB).Research on cooperative education and engineering students has shown a positive impact onearnings and grade point averages at the cost of extended

Conference Session

International Aspects of Civil Engineering

Collection

2009 Annual Conference & Exposition

Authors

Aaron Hill, United States Military Academy; Scott Hamilton, United States Military Academy; Eric Crispino, United States Military Academy; Andrew Bellocchio, United States Military Academy; Stephen Ressler, United States Military Academy

Tagged Divisions

Civil Engineering

. Page 14.667.6 Figure 2. Thrilled mentors after making a new hire.Our self reflection continued as we started training the new faculty using the Excellence in CivilEngineering Education (ExCEEd) model. All of us had been through multiple weeks of facultydevelopment programs at West Point and had all served as junior or senior mentors for ExCEEdin the past. We were expecting that providing this training would be easy. However, early on,we found ourselves spending three hours teaching a workshop that normally took one hour.Several words per slide had to be defined, and it was evident the new hires were not learning theway we hoped. There were resource and cultural challenges to overcome and time had to be setaside to clearly

Conference Session

Mechanical Engineering Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Enrique Barbieri, University of Houston; Raresh Pascali, University of Houston; Miguel Ramos, University of Houston; William Fitzgibbon, University of Houston

Tagged Divisions

Mechanical Engineering

middle of the 20th Centurydesigned to emphasize theoretical content reflecting a postwar embrace of science byengineering programs. A glaring exception is perhaps Olin College, which opened in fall 2002to an inaugural freshman class www.olin.edu/about_olin/olin_history.asp after creating andtesting “an innovative curriculum that infused a rigorous engineering education with businessand entrepreneurship as well as the arts, humanities and social sciences. They developed a hands-on, interdisciplinary approach that better reflects actual engineering practice.”Many feel that the transition from engineering applications to fundamental engineering sciencehas been unfortunate and that experiential learning should form the backbone of engineering

Conference Session

New Trends in ECE Education

Collection

2009 Annual Conference & Exposition

Authors

Enrique Barbieri, University of Houston; Wajiha Shireen, University of Houston; Farrokh Attarzadeh, University of Houston; Miguel Ramos, University of Houston; William Fitzgibbon, University of Houston

Tagged Divisions

Electrical and Computer

other skills required of the 21st Century Engineer.References1-20 discuss some of the major developments in the world order, in the engineeringfield, and in the educational structure of engineering and engineering technology of the lastcentury leading to the present situation. Despite the obvious pressures to meet the demands of atechnologically advanced and industrialized nation, engineering education at virtually all USinstitutions still follows a traditional model that dates back to the middle of the 20th Centurydesigned to emphasize theoretical content reflecting a postwar embrace of science byengineering programs. A glaring exception is perhaps Olin College, which opened in fall 2002to an inaugural freshman class www.olin.edu/about_olin

Conference Session

Innovations in ECE Education II

Collection

2009 Annual Conference & Exposition

Authors

Yakov Cherner, ATeL, LLC; Ahmed Khan, DeVry University; Amin Karim, DeVry University; Gary Mullett, Springfield Technical Community College

Tagged Divisions

Electrical and Computer

Page 14.1061.4 operating conditions in a theory-to-practice approach. (narrowing the understanding gap between theory and practice)Figure 1 illustrates examples of four simulations of the “Wireless Fundamentals” module. B A C DFigure 1 Simulations shown above are designed for virtual exploration of signal reflection anddistortion effects. Using the drag and drop option (on the simulations A and C), a student can move thecar around a parking lot and to see the effect of different reflections from surrounding buildings on thesignal shape, phases, and

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Benjamin Choo, University of Virginia; Heather Rowan-Kenyon, University of Virginia; Amy Swan, University of Virginia; Marie Shoffner, University of Virginia

program will integrate three elements: anew interdisciplinary, design-focused undergraduate curriculum; the hands-on TechnologyLeaders Program Lab (TLP Lab); and applied summer experiences. Grounded in constructivistlearning theory, the interdisciplinary curriculum will focus on design throughout theundergraduate experience by incorporating multiple interconnected real-world problems into thecourses. The curriculum will be developed for both four-year university and two-yearcommunity college students. As part of the curriculum, Technology Leaders students from allyears will participate together in a learning community focused on developing leadership skills,fostering a sense of belonging, and providing space for reflection and student-led

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University; Philip Harding, Oregon State University; Edith Gummer, Northwest Regional Educational Laboratory

Tagged Divisions

Educational Research and Methods

= 6.94, df = 2)The Critical Thinking category is ranked higher in the virtual laboratories than in the physicallaboratories (64% vs. 42 and 51%). Again, this increase is consistent with the premise that thevirtual laboratories promote high level cognition. Similarly, the statements that were coded asExperimental Design averages 62% for the virtual laboratory. This value is significantly higherthan the first physical laboratory which averages 7%. This result is consistent with theinstructional design of the virtual laboratories, which, in part, is to engage students in an iterativeexperimental design approach that is reflective of the approach used by practicing engineers.2Indeed, a significant portion of instruction was devoted to explaining

Conference Session

Contemporary Practices in Engineering Management Programs

Collection

2009 Annual Conference & Exposition

Authors

Ivan Lidon, University of Zaragoza; RUBEN REBOLLAR, University of Zaragoza; Palle Qvist, Aalborg University; Juan Luis Cano, University of Zaragoza

Tagged Divisions

Engineering Management

25.50 Group 4 ------ 25.00 Group 5 ------ 21.00In the case of Zaragoza, to validate the results obtained by this questionnaire, both the facilitatorand the members of the groups concerned were asked to confirm in a joint meeting whether theyactually had problems functioning as a group. In every case, the diagnosis was confirmed.This questionnaire is a tool for facilitating group reflection about coordination problems. So,PSTQ works like a mirror that shows to the members how is the group performance currently.For each case, and according to the various problems detected in each group, a plan of actionwas set up with the help of

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Robert Culbertson, Arizona State University; Michael Oehrtman, Arizona State University; Janice Meyer Thompson, Arizona State University; Josh Gardner, Arizona State University; Christopher Mehrens, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University

students with constructive feedback to help them learn more effectively. The valueplaced on this learning was enhanced by class discussions of the use of models in the SEMI-STEM approach as well as how these types of activities can impact the students’ self-confidenceand professional career interests. Design is a neglected context for learning science and designactivities not only help students learn science content, but also engage students in scientificdiscourse9. We found that the design process had to be embedded in a student-selected designproject, experience using design tools, and a community that supports iterative reflections anddiscussions and continuous feedback for peers1\0.Our goal was to not only develop exemplary learning materials

Conference Session

Alternative-energy Laboratory Experiences

Collection

2009 Annual Conference & Exposition

Authors

Bret Bosma, California State University, Chico; Gregory Kallio, California State University, Chico

Tagged Divisions

Energy Conversion and Conservation

and Current. Page 14.1022.11 Figure 9. Module Temperature.Figure 10 shows the dc power output for static and tracking tests. Again, the static test shows anincreasing trend with time due to decreasing tracking error. The tracking dc power is nearlyconstant and approximately 40% higher than the static dc power for this test. Figure 11 showsthe PV system efficiency versus time. Both tests show similar values because of the normalizingeffect of the solar irradiation in the denominator of the efficiency equation. The slightly higherefficiency for the tracking test is unknown – it may be due to pyranometer angle-of-incidenterrors, increased reflection from the PV module glass at non

Conference Session

Attracting Young Minds: Part II

Collection

2009 Annual Conference & Exposition

Authors

Jacqueline Fairley, Georgia Institute of Technology; Adrianne Prysock, Georgia Institute of Technology; Akibi Archer, Georgia Institute of Technology

Tagged Divisions

Minorities in Engineering

/discussion to create an alarm system to catch the culprit. This scenarioallowed the students to personalize the activity by defining what object was missing fromtheir room and by taking on the role of technical expert to create an alarm to catch the culprit.Students’ problem solving techniques were explored in the design of the switch to activatethe alarm system. Each group had to decide on the best approach to create a switch thatwould activate an audio buzzer when tripped. Students were provided with questionsregarding their switch design in the documentation materials. These questions were posed toinitiate reflection on their own problem solving methods and promote the investigation ofstrengths and flaws within their design approaches.At the

Conference Session

Sustainable and Urban Development

Collection

2009 Annual Conference & Exposition

Authors

Farshad Rajabipour, University of Hawaii, Manoa; Aleksandra Radlinska, Villanova University

Tagged Divisions

Civil Engineering

determine how life style changes (for example usingpublic transportation) can reduce the user’s environmental impact. This assignment was designto evaluate students’ mastery of the performance objective #1 and to evaluate the ability ofstudents to perform an independent research and write a short report. The submitted reports wereof higher than expected quality reflecting that students have a good understanding of thechallenges caused by global warming and climate change. The homework grades were in therange 90-100 with an average of 94.0. It should be noted, however, that since no beginning-of-the-semester pre-test was administered in this class, it was not possible to determine the extent ofstudents’ familiarity with these subjects prior to start

Conference Session

Entrepreneurship Education: Cases and Models

Collection

2009 Annual Conference & Exposition

Authors

Anuradha Basu, San Jose State University; Minnie Patel, San Jose State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, implying that students couldconsult the text to answer the questions. However, the instructor’s experience suggested thatstudents were more likely to connect theory with practice, if the theory had been explicitlydiscussed in class. Secondly, in the instructor’s opinion, the 2008 student cohort seemed, onaverage, to possess superior reasoning and analytical skills than the 2007 cohort. Thecomparatively higher score on the fourth question was unexpected since the question requiredanalytical skills rather than comprehension. In part, it reflects the open-ended nature of thequestion because of which the answers were quite diverse and therefore more difficult tocompare or evaluate using a rubric. While a few students suggested a large number of

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

system work. The story includesmany examples where engineers, operating under constraints, identify and solve problems.October Sky tells an autobiographical story of a group of young men who, after a long learningcurve with many failures, develops the technology to make very successful small rockets. Whilethis is a story about high school students, it reflects the perspective of an author who went on toan engineering career with NASA, and the story is a useful study for technological projects atany level. Moving to fiction and a setting in the distant future, Forbidden Planet tells a story ofthe enticing benefits of new technological marvels. It also explores the risks of unintended andunanticipated consequences. While these movies illustrate

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; Stacy Klein-Gardner; Loren Limberis; Stephanie Sullivan, East Carolina University