Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Caitlin Grady, The George Washington University

Paper ID #44805Developing Moral Agency in Undergraduate Engineering Students: AnOngoing Exploration of Ethical-Epistemic Analysis PedagogyDr. Caitlin Grady, The George Washington University ©American Society for Engineering Education, 2024Work in progress: an Approach to Integrating Ethical-Epistemic Analysisinto Engineering EducationCaitlin A. Grady Caitlin A. Grady is an Assistant Professor in the Department of Engineering Management and Systems Engineering at George Washington University. She earned her Ph.D. in Civil and Environmental Engineering and her M.S. in Agricultural and Biological Engineering from

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Eileen Haase PhD, The Johns Hopkins University; Gyeongtae Sun Moon, The Johns Hopkins University; Meera R Bhat, The Johns Hopkins University

serving as a student leader in Tutorial Project.Meera R Bhat, The Johns Hopkins University Meera R. Bhat is an undergraduate student studying Biomedical Engineering at Johns Hopkins Univer- sity. Her research interests include engineering education, senescence, cellular aging, adipose tissue, and neonatal health. At Johns Hopkins University, she currently serves as an undergraduate teaching assistant for several biomedical engineering courses where she develops engineering curriculum for underclassmen students. ©American Society for Engineering Education, 2024 Online Modules to Develop Upper-classmen Mentors for an

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Gary P. Halada, Stony Brook University; Shyam Lal Sharma Sharma P.E.; Lori Scarlatos; Yi Zhang, Stony Brook University

Paper ID #45010Enhancing Inclusivity through Alternative Rhetoric in STEM EducationDr. Gary P. Halada, Stony Brook University Dr. Halada, Associate Professor in Materials Science and Chemical Engineering at Stony Brook Uni- versity, directs an interdisciplinary undergraduate degree program in Engineering Science. He designs educational materials focused on emerging technology, advanced manufacturing, engineering adaptation for climate change and learning from engineering disaster. His engineering research, in additional to ped- agogical studies on inclusivity and experiential education, focuses on surface engineering

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Royce A Francis, The George Washington University; James P Ferguson, The George Washington University

/writing across the curriculum (WID/WAC) style course that isrequired for all graduates from his institution’s systems engineering undergraduate program. Roughly, theoverall objective of this course is to engage students in policy-relevant analysis related to criticalinfrastructure systems. The analytical tools studied in the course include: risk analysis, uncertaintyanalysis, benefit-cost analysis, and multi-criteria decision analysis. The principal learning objectives ofthe course are: • To decompose the design or operational objectives of an infrastructure system into fundamental objectives that can guide relevant decision-making processes. • To formulate and evaluate infrastructure system projects of the students’ choice that

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Gautom Kumar Das, University of Maryland Baltimore County

engineeringgraduates to integrate economic considerations into their capstone designs [1-2]. Despite itssignificance in both the curriculum and real-world applications, students in chemical engineeringprograms often go through economic concepts only during their final year when they takeEngineering Economics as part of their senior design course. The limited exposure time andabsence of other contexts can result in a less comprehensive understanding of engineeringeconomic analysis, potentially leading to misconceptions. Previous research has explored variousteaching strategies to enhance students' grasp of engineering economics, such as the use ofconcept inventories [3], employing Excel for teamwork and financial modeling instruction [4],and incorporating real

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Erica Cusi Wortham, GW Engineering; Zoe Szajnfarber; Robert Pless, The George Washington University; Ryan Watkins, The George Washington University

Paper ID #45011Building Interdisciplinarity in Engineering Doctoral Education: Insightsfrom DTAIS Summer IncubatorDr. Erica Cusi Wortham, GW Engineering Erica Cusi Wortham is a cultural anthropologist with an interdisciplinary practice at George Washington University that spans social science, art design and engineering. As Director of the GW Engineering’s Innovation Center | M06, she makes space for studio-based, tactile learning, community-driven innovation that centers creative problem-solving, equity and sustainability, and brings an ethnographic perspective to various AI initiatives at the school.Prof. Zoe

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Tracey Carbonetto, Pennsylvania State University, Allentown

methods and opportunities set forth byengineering educators and university officials, these engineers’ claims of not being fullyprepared to meet employers’ expectations of leadership competencies are founded in livedexperiences. Corporate officers and high-level managers acknowledge the importance of employingengineers with leadership competency. Technical skills can be leveraged by engineeringleaders. For these reasons and others, employers seek engineering graduates who can leadupon graduation. Reassurance can be established when it is well-understood the colleges anduniversities have assumed an integral role in developing leaders. Hutson et al. concluded, “Asemployers increasingly demand general competencies in professional skills as

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Charlotte Gottilla, University of Delaware

Tagged Topics

Diversity

Congress, pp. 2071-2080, 2012.[13] P. A. Harvey, “Borehole Sustainability in Rural Africa: An analysis of routine field data” in 30th WEDC International Conference, Vientiane, Lao PDR, 2004.[14] M. Wood, “A handpump for Africa: The Afridev experience,” Waterlines, vol. 11, no. 4, pp. 29-31, 1993.[15] D. Gilbert, M. Lehman Held, J. L. Ellzey, W. T. Bailey, L. B. Young, “Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum,” European Journal of Engineering Education, vol. 40, no. 3, pp. 256-266, 2015.[16] “Guideline to Remote Work for International Projects,” Volunteer Village, 2024. Available: https://volunteer.ewb

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, OU Polytechnic Institute

’ understanding or perhaps memory that was causing them problems in this regard.In my initial work, I found that many students did not even recognize the need to integrate tosolve a problem framed in an engineering context unless they were prompted to do so (De Rosaet al. 2019, De Rosa 2020). Concerned by this troubling observation, coupled with my belief thatengineers should be able to both understand and apply mathematical concepts in theircoursework and careers, I determined to investigate the cause of the problem and, if possible,evidence a potential solution to help students transfer mathematical knowledge into an applied(engineering) context. Grounded in these observations and beliefs, this study that I have set upon seeks tofurther explore

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Pooja Thakkar Singh, American Society of Mechanical Engineers; Debra Ann Pothier, Autodesk, Inc.; Anand Sethupathy, American Society of Mechanical Engineers; Geraldine Gooding, American Society of Mechanical Engineers; David Soukup P.E., American Society of Mechanical Engineers; Jarrett Reich, American Society of Mechanical Engineers; Morgan Lamarre, American Society of Mechanical Engineers; James Stewart Warrick

Tagged Topics

Diversity

engineering education. This report provides a step-by-step guide onintegrating an Industry 4.0 curriculum into two and four-year institutions alongside outlining theexact content that could be taught in mechanical and manufacturing engineering programs. TheAmerican Society of Mechanical Engineers (ASME) and Autodesk suggest a modular approachinvolving core themes and concepts, case studies, real-world examples, self-assessments, videos,and hands-on exercises for the six modules covering design for sustainability to advanced AI/MLand automation. By providing projects based in the real world and up-to-date content, professorshave an easier time integrating this curriculum into their classrooms while inspiring the nextgeneration of

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Bradley J. Sottile, The Pennsylvania State University; Arun Srivats Mohan, Pennsylvania State University; Frank Christopher Barber

involving not just an engineering faculty member, but also acurrent engineering student and an engineer currently practicing in industry.Case StudiesSottile (2024) collects a recent review of literature on case study pedagogy on engineering ethicseducation, highlights of which are presented here. It should be noted that “[c]ase studies areconsidered to be the most popular method to teach engineering ethics” (Martin, Conlon, &Bowe, p. 47). Harris et al. (1996) decades ago called for more holistic treatments of engineeringethics education, going so far as to make the case for engineering curricula to consider ethicalissues as often as possible, both within the formal curriculum but also via extracurricularopportunities. Harris et al. (1996) also

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College; Sofia M Vidalis, Pennsylvania State University, Harrisburg, The Capital College

Tagged Topics

Diversity

for use;and promoting academic integrity to ensure ethical uses of ChatGPT in an academic context (ThiThuy, 2023).The following research was done by conducting interviews with graduate students and facultiesto understand ChatGPT's abilities by providing the output on the topic of how AI and GPT willimpact academia and libraries. This research explores how graduate students are using theChatGPT and can be used to improve various research capabilities. ChatGPT can be used toimprove research and scholarship in academia in several ways. The breakdown of ChatGPT’suses by graduate students for their research is listed as follows. Based on the student’s giventopic or keyword, ChatGPT can help the researchers in identifying relevant literature

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Joshua Halpern, Prince George's Community College and LibreTexts; Nadene Houser-Archield, Prince George's Community College; Neeharika Thakur; Scott D. Johnson, Prince George's Community College; Scott A Sinex, Prince George's Community College

they can be improved formatively as instructors work with their classes. On thetechnical side, as new components such as a branded school OER commons, a projectmanagement app and an online homework system become available they can be integrated towork with the ongoing materials. These textbooks have supported past, current and futurecurriculum redesign including a new Associate of Science degree in Chemistry and a plannedone in Physics.IntroductionEngineering and other STEM programs are confronted by students taking substantially more thanfour years to graduate [1, 2]. In the case of community colleges, mismatches with universitycurricula substantially prolong the time to bachelor’s degree graduation and even lead to attrition[3, 4

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Rowena Kay Mascarenhas, TiE Boston; Adam B. Carter, TiE Boston

it had for their futureeducation and career prospects.The TYE program is administered over eight months duration, through a combination ofpractical training, curriculum, and mentoring, by practitioners who are seasonedentrepreneurs. The program gives high school students the opportunity to form teams, build areal start-up, deliver a Pitch Deck with a Business Model Canvas and Business PlanSummary, as well as the opportunity to win seed funding for their startup. In our paper, weexplore the impact of the TYE program, measured through pre and post program surveys. Inaddition, we develop a descriptive analysis of our findings.Entrepreneurship education provides high school students with a diverse set of transferableskills that are essential for

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Daniel Blessner, Pennsylvania State University, Wilkes-Barre Campus

sciencecourse. Therefore, reinforcement of common graphing terms is beneficial to thesestudents. This is once again the aim of this paper to have under-preparedengineering students obtain a successful outcome in their intended engineeringmajor.The Standard Interval Method (SIM)For comparison purposes only, the SIM method will be presented here. The SIMrequires locating numbers on a number line. An example will be given here for adegree 2 polynomial inequality.Solve the given Quadratic Inequality: 𝑥 2 − 𝑥 − 12 < 0First, solve the given quadratic equation: 𝑥 2 − 𝑥 − 12 = 0 (𝑥 + 3)(𝑥 − 4) = 0 {−3,4}The numbers -3