Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Fay Berig, Pennsylvania State University, Berks; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Abdullah Konak, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity

creativity flourish, especially in engineeringprograms. ICPs allow for cultivating critical thinking, creativity, and networking across alldisciplines [1]. Participation enables students to foster innovative ideas and apply them to real-world scenarios [1]. Students can develop leadership qualities by navigating a technical andinnovative ecosystem, like an ICP, that provides practice opportunities [2]. The success of ICPsrelies on the effective implementation of best practices by their organizers and coordinators. Anorganizer must keep the best interests of their participants in mind when planning, running, andexecuting these competitions and programs [3]. Organizers play a pivotal role in shaping theeducational landscape for ICP participants by

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Alexa Joelle Prince, Pennsylvania State University; Nelly Cecilia Perez, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Abdullah Konak, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity

interventions for further improving the experiences of future participants and‬ ‭ensuring that ICPs add value to students across majors.‬‭Introduction‬I‭ n order to gain more hands-on experience, many students participate in co-curricular activities‬ ‭in Science, Technology, Engineering, and Mathematics (STEM) or business fields, which we‬ ‭refer to as innovation competitions and programs (ICPs). According to Schuster et al. [1],‬ ‭hackathons, design challenges, pitch competitions, and other similar programs offer students a‬ ‭chance to work on design, construction, and testing under tight deadlines and in multidisciplinary‬ ‭teams. This gives them a more authentic real-world experience beyond their regular coursework

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Naomia A. Suggs-Brigety, The George Washington University; Saniya Leblanc, The George Washington University

Tagged Topics

Diversity

– Figure 6: Student in-session activity sheets collecting information onshowcases the use of community partners to economic, political, environmental and social – energy usage in their homes by age groupimprove research design and increase community Figure 1: DOE Justice40 map of Highland Dwellings showing social factors are the least understood due toparticipation by lowering trust and demographics, inequality categories and energy inequality the complexity in conducting in

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

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Diversity

, offering personalized tutoring and feedback, and facilitating the process of reflectingideas in writing (Thi Thuy, 2023).There were some barriers to using ChatGPT were identified, and several solutions weresuggested for the improvement of using ChatGPT in learning processes. There were someconcerning issues for students while using ChatGPT and they were listed as 1. The inability toassess the quality and reliability of sources, 2. The inability to cite sources accurately, and 3. Theinability to replace words and use idioms accurately. To address these concerns, some potentialsolutions can be implemented; for example, verifying ChatGPT’s responses with reliablesources; using ChatGPT as a reference source or a consultant tool; providing guidelines

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

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Diversity

of this report is to: 1. Summarize findings of all barriers with teaching Industry 4.0hard and soft skills through conducted desk research, faculty interviews, discussion with theAccreditation Board of Education of Technology (ABET), and feedback received from faculty atthe 2023 Autodesk Educator Summer Summit. 2. Provide a step-by-step approach toimplementing an Industry 4.0 curriculum in the classroom, and 3. Provide a recommendation ofthe curriculum and specific content that should be taught and implemented in mechanical andmanufacturing engineering programs.Reducing Time to TalentIndustry-related research reports that there is a need to reduce time to talent. Time to talent isdefined as the time an entry-level employee joins an

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Daniel Fisher, The George Washington University; James P Ferguson, The George Washington University; Esha Niraj Patel, The George Washington University; Gujri Ahluwalia, The George Washington University; Joseph Anthony Barbera M.D., The George Washington University; Joost R. Santos, The George Washington University

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Diversity

interface (GUI)was created for the prototype DSS tool that potential decision-makers could use during casualtyassignment. This tool demonstrates a proactive and time-efficient approach to matching arrivingcombat casualties with adequate HCFs.Introduction:Problem Statement:The National Disaster Medical System (NDMS) is a long-established Federal program thatsupports the movement of patients from a disaster area to an unimpacted region for continuedcare in NDMS-enrolled healthcare facilities (HCFs) [1]. Another major mission for NDMS is fora situation where the United States (US) is involved in an overseas military conflict andexperiences casualties that exceed the capacity of the US military medical system.NDMS-enrolled HCFs would accept these

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Charlotte Gottilla, University of Delaware

Tagged Topics

Diversity

construction outcomes.Key features of project successStudent ownership of the projectStudents engage with the organization on a voluntary basis, receiving no academic credit forinvolvement, and the group does not have strict attendance requirements. As a result, EWB-UDattracts students who are intrinsically motivated to work on their projects, which is favorable forstudent learning [1] along with being critical to developing a sense of ownership [2]. Becausestudents are involved due to their own interest in the project and pride in the work beingcompleted, their intrinsic motivation is key to situating student leaders rather than facultyadvisors as the project owners [3]. Over the course of their involvement, PMs volunteer time andeffort outside the