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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students’ minds within 2-4 years. Therefore, hard, and soft skills need to be introduced at the K-12 stage. 2. Bringing real-world problems into the classroom via capstone problems and other hands- on exercises is not only the most effective way to spark interest in engineering, but also teaches soft skills like problem solving and collaboration. 3. With so much screen time on mobile phones, computers, and other electronic devices, engaging with students and incorporating soft skills into lesson plans is very difficult. 4. Internships and paid employment are great opportunities and motivators. However, a strong, skills-focused program can easily mold future engineers as well.Faculty

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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mind with intelligence. The cognitive process involves obtaininginformation, processing it, and storing it in the memory to be accessed again. AI is accomplishedby studying the patterns of the human brain and by analyzing the cognitive process. Artificialintelligence has contributed to various fields including agriculture, finance, manufacturing,security, pharmaceuticals, academia, and others. But now AI has become more of aninterdisciplinary entity.Impact of AI Tools on Engineering EducationAI-powered tools have been in development for several years in different forms, which humansare well-aware of. For instance, word processors can suggest better-sounding sentences andwords while writing an essay or report. Similarly, spreadsheets have

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

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

engagement with the critical perspectives advocated by Claris and Riley (2012).What is critical thinking?According to Claris and Riley (2012), there are six themes prevailing in the critical thinking literature inengineering education: ▪ The skills and dispositions perspective. In this perspective, critical thinking is a combination of cognitive skills and affective dispositions. Some researchers suggest that a critical worldview must underly either context or skills. This perspective indicates that students should develop a critical, questioning state of mind, although this questioning does not extend to questioning the foundational assumptions and power relations within engineering (e.g., logical positivism, cost

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

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

within the academy takes on acertain familiar cadence over time. One enjoyable part of this project was the opportunity totranscend familiar professional boundaries and to creatively engage with one’s stakeholders. Thedistributed workflow presented some challenges, as Mr. Barber noted in his commentary, andone thing to keep in mind is that students like Mr. Mohan likewise often have multiplecompeting demands on their time. A co-creation model requires patience, good humor, andsufficient “drawer time” to allow the product to germinate into an integrated whole.When adopting co-creation curricular development models, engineering faculty need to beprepared to check their biases and assumptions at the door. In my case, for example

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Caitlin Grady, The George Washington University

engineering students? Can coupled ethical-epistemic pedagogy in the classroom influence the development of moral agency in undergraduateengineering students? To what degree does variation in instructor and topic influence the efficacyof coupled ethical-epistemic analysis in undergraduate engineering courses?KeywordsEngineering education, ethics, ethical inquiry, undergraduate, research experienceIntroductionThe imperative to cultivate ethically minded engineers has never been more critical, given theincreasingly complex and global nature of engineering challenges. Despite notable efforts andongoing discussions within the academic and professional communities about the importance ofinstilling ethical behavior in undergraduate engineering education [1

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

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

is indicative of alevel of expertise beyond even routine expertise as might be developed by one entrenched in agiven discipline (Hatano & Inagaki, 1986; Fisher & Peterson, 2001). The deep understanding of the concepts at play in this problem relates to barriers toproblem solving success that students might face (RQ1). Deeper knowledge structures aretypically developed through experience and time spent working with similar problems and wouldnot necessarily be expected of students, yet they are arguably required (in my mind) to be asuccessful engineer. Given that so many of our courses have prerequisite knowledge and requirethe successful transfer of this prior knowledge, it would seem however that other educators valuethis

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

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

, CEESA Conference, NESA Conference. He was also Keynote Speaker at Bill Clinton’s School of Public Service, Valparaiso University and the Phi Beta Kappa Con- vention. ©American Society for Engineering Education, 2024 From STEM to Startup: Empowering High School Youth with Entrepreneurial Skills through the TYE programAbstractSTEM fields rely heavily on innovation to solve complex problems and create newtechnologies. Entrepreneurship education nurtures students' ability to think creatively,identify opportunities, and develop innovative solutions, making them better equipped totackle the challenges they will encounter in their engineering and STEM careers. It preparesthem for future success

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Matthew Rhudy, Pennsylvania State University, Berks Campus

Paper ID #44804Engaging Undergraduate Students with Themes and Hats from Popular Me-diain a Statics CourseDr. Matthew Rhudy, Pennsylvania State University, Berks Campus Matthew Rhudy is currently an Associate Professor of Engineering at Penn State Berks. He received a Ph.D. in Aerospace Engineering (AE) at West Virginia University (WVU), a M.S. in Mechanical Engi- neering (ME) from the University of Pittsburgh and a B.S. ©American Society for Engineering Education, 2024 Engaging Undergraduate Students with Themes and Hats from Popular Media in a Statics Course

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

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Paper ID #44821Decoding Challenges in Organizing Innovation Competitions and Programs:A Thematic Analysis of Interviews with OrganizersFay Berig, Pennsylvania State University, BerksDr. Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus Sadan Kulturel-Konak is a professor of Management Information Systems and the director of the Flem- ming Creativity, Entrepreneurship and Economic Development (CEED) Center at Penn State Berks. She received her Ph.D.in Industrial and Systems Engineering (Auburn Univ.)Dr. Abdullah Konak, Pennsylvania State University, Berks Campus Dr. Abdullah Konak is a Distinguished Professor