Collection

2015 ASEE Zone 3 Conference

Authors

R. Joe Stanley; Stuart W. Baur

student careerchoices. Survey results from 120 current and graduated Missouri S&T (S&T) students arepresented. Survey results indicated that: 1) students taking PLTW courses felt better preparedfor their S&T experience in terms of hands-on experience, creative problem solving, teamworkand software experience and 2) 72.5% of the student respondents recognized engineering as theiroriginal career path and that PLTW promoted their career choices.IntroductionIn recent years, there have been numerous K-12 programs to promote science, technology,engineering and mathematics (STEM) education programs that have promoted the growth andinterest of science and math related fields. These STEM programs branch across a variety ofareas and grade

Collection

2015 ASEE Zone 3 Conference

Authors

Steve E. Watkins

for professional life and professional licensure. Undergraduate instruction inengineering ethics may take the form of stand-alone courses, topics within courses or seminars,and student life, e.g. expectations through honor codes and academic conduct. These experiencesshould facilitate career-long development of ethics knowledge and judgment.Rich resources exist for teaching engineering ethics. Technical societies provide many of theseresources especially as part of a defined course of professional study and as means to guide self-regulation of the profession. Many examples of codes of ethics have been developed to provideexplicit statements of and guides for ethical conduct, cf. [2]. Some of the codes are lengthywhile others are succinct

Collection

2015 ASEE Zone 3 Conference

Authors

Stuart W. Baur; R. Joe Stanley

box foryour response for the following statements:Answer Options Strongly Disagree Neutral Agree Strongly Rating Disagree Agree Average1.) Students are actively engaged in 1 2 4 81 120 4.52the hands-on projects in PLTWcourses.2.) Hands-on projects reinforce the 1 2 5 66 134 4.59curriculum in PLTW courses.3.) Students have become moreinterested in engineering as a result of 1 1 50 78 74 4.09taking PLTW courses.4.) Students have a betterunderstanding of STEM careers after 1

Collection

2015 ASEE Zone 3 Conference

Authors

Luis Rodriguez; Gail Coover; Dalelia Davis; George Johnson; Oumar Kaba; Angela Frey; Andrew Pham; Amihan Huesmann

of national importance.This paper describes the development and implementation of teaching strategies for theWisconsin Louis Stokes Alliance for Minority Participation (WiscAMP) Excel program. Theprogram involves: 1) selecting underrepresented minority (URM) students majoring in scienceand engineering whose first year academic performance indicates they are at risk for leavingSTEM; and 2) providing an intensive 8-week immersion experience in STEM scholarship,research, academic and career exploration and advising. Collectively program faculty membershave identified a shared programmatic strategy with respect to supporting students’ cultivation ofa growth mindset [1], which has been shown to increase student persistence and performancewhile

Collection

2015 ASEE Zone 3 Conference

Authors

Mary Anderson-Rowland

Success Class each semester they hold thescholarship. We believe that just giving money in the form of a scholarship does not guaranteesuccess. The Academic Success class gives academic support, primarily through the “Guaranteed4.0 Plan” and encouragement and sets high goals (graduate school expected). The courseincludes the following topics: resumes, interviewing, elevator speeches, how to work a careerfair, research, detailed time management, how to learn, internships, portfolios, career planning,graduate school, what the engineering industry expects when hiring students, and how tonegotiate a salary. The engineering Career Services assists in the presentation of some of thesetopics. Additional emotional and social support is given through the

Collection

2015 ASEE Zone 3 Conference

Authors

Kendra J. Ahmed; Mahbub K. Ahmed; Scott McKay

things like girls in STEM related jobs do not have timefor family life or will not be able to raise children with their career. Some other more currentreasons given include things like a lack of female role models in STEM fields and lack offlexibility for family in STEM jobs. Women make up 48% of the workforce in the USA but onlymake up 24% of the STEM workforce1. Men make up 52% of the workforce in the USA andmake up 76% of the STEM workforce1. This gap is not just in the workforce but women alsohold a disproportionately smaller share of STEM related diplomas from colleges and universitiesin the USA too1. The biggest gap between male and female participants in STEM degrees andjobs is in engineering where only about 1 in every 7 engineers in the

Collection

2015 ASEE Zone 3 Conference

Authors

Timothy Burg; Pamela Mack; Ian Walker; Richard Groff

Southwest – Midwest – North Midwest Sections)current applications. We will answer questions such as “How does the Roomba robot clean thefloor in a house?” We will explore the economics of robots and their use as a tool to boostproductivity. The lecture topics will be reinforced with hands-on projects -- the students will useLEGO Mindstorms to explore robot construction and intelligence. We will analyze emergingtrends to develop our own predictions for the future of robotics. The projects will culminate witha design project where students work with a group to build their own walking robot. In theirfuture careers as business leaders, educators, physicians, etc. students will make decisions aboutrobotics; the course outlined below will provide the

Collection

2015 ASEE Zone 3 Conference

Authors

Aleksandr Sergeyev; Nasser Alaraje; Scott Kuhl; Michael Meyer; Mark Kinney; Mark Highum

pedagogical tool for allSTEM areas. In the classroom, robotics can easily be used to introduce a variety of mandatoryskills needed to pursue a variety of STEM career paths10-14. More specifically, a roboticsplatform advances students’ understanding of both scientific and mathematical principles12,15,develops and enhances problem-solving techniques12,15-19, and promotes cooperativelearning12,15,20. While robotics can be used as an interdisciplinary STEM learning tool, there isalso a strong need for industrial certification programs in robotics automation. As mentioned,robotics can be used as an interdisciplinary, project-based learning vehicle to teach STEMfundamentals21-23. Understanding the valuable role robotics education plays in helping

Collection

2015 ASEE Zone 3 Conference

Authors

Sara E. Wilson

first author as well as papers in which the student is amiddle author. These later papers can be the result of being involved in papers that are a part ofanother student’s major work in a collaborative laboratory setting. Additionally, some of thesepapers are review papers. Some advisors have encouraged their students to collaborate withthem on a review paper at an early stage of their career to help them develop a strong knowledgeof the literature. Students from large laboratories were identified to have a larger number ofpublications (8) than those from labs with fewer researchers (3.8). Future analysis could includeexamining the number of first author papers by each student, which may give a more balancedview of different laboratory sizes

Collection

2015 ASEE Zone 3 Conference

Authors

Christi Patton Luks; Laura P. Ford

, CATME was not set upappropriately for using it in this way.Conclusion In the end, the project was interesting. The students at University B appreciated that theywere being introduced to design earlier, but most did not enjoy the interaction with theteammates from the other school. The students at University A mostly viewed this newcomponent of the design project as annoying. They did recognize that these skills were usefulfor their future careers, but they were not happy with it. The authors intend to do another joint design project in Spring 2016. This firstexperience has shown many ways to improve the design of the design project. The instructorswill provide more resources (such as a Forbes article on “Managing Virtual Teams

Collection

2015 ASEE Zone 3 Conference

Authors

Byron Garry

(Gulf Southwest – Midwest – North Midwest Sections) • Respond visibly to domains of legitimate external concern. • Show action on the results of assessment. • Emphasize assessment at the major transition points in a college career. • Embed assessment in the regular curriculum.Responding to external concern falls under the umbrella of the phrase Culture of Evidence,which is currently popular among policy and assessment experts. It captures the belief thathigher education can enhance student learning and success if they systematically collect andexamine data6. Ewell5 calls this the Improvement Paradigm, which can embrace many kinds ofevidence-gathering, including standardized and faculty-designed examinations, capstoneprojects

Collection

2015 ASEE Zone 3 Conference

Authors

Mahbub Ahmed; Lionel Hewavitharana; Scott McKay; Kendra Ahmed; Mamunur Rashid

several engineering positionsthroughout his career. 8 © American Society for Engineering Education, 2015

Collection

2015 ASEE Zone 3 Conference

Authors

Puteri Megat Hamari

, there was a steep learning curve in learningthe steps to create and simulate the inverter. However the students were excited to do the task asthey realized the importance of learning an integrated set of industry-grade design tools in theiracademic career. This was a skill that was directly transferable to industry if they were to seek aprofession in this field. Figure 4 shows the Synopsys custom design flow and the tools used ineach stage.Once the students were finished with the simulation of the inverter, they would then draw theinverter layout using the Layout Editor. The layout of the inverter that they drew must match thetransistors’ size in the schematic stage. To run a design rule check (DRC) on the layout based onthe technology process

Collection

2015 ASEE Zone 3 Conference

Authors

James R. Rowland

regionalactivities. He currently chairs the Education Society Fellows Evaluation Committee. Since 1985,he has served as an ABET program evaluator (PEV) on 36 campus visits for IEEE and ASEE.His professional career spans 50 years as an electrical engineering professor at three universities. © American Society for Engineering Education, 2015

Collection

2015 ASEE Zone 3 Conference

Authors

Cristinel Ababei; Anca M. Miron

full-time employee.1) Fostering self-learning: Project-based learning emphasizes learning activities that are long-term, interdisciplinary, and student-centered. It is known that project-based learning hasnumerous benefits4,5 - including a greater depth of understanding of concepts, broader knowledgebase, improved communication and interpersonal/social skills, enhanced leadership skills,increased creativity, and improved writing skills. Most importantly, project-based learningfosters a self-learning attitude, which is essential (and part of the mission statement ofengineering colleges) to the students’ success later in their careers in engineering fields, whereadvancements are made and technologies change at a very fast pace.2) Engaging

Collection

2015 ASEE Zone 3 Conference

Authors

Charles E. Baukal

Engineering EducationEngineering students normally learn how to become good problem solvers by the time theygraduate. However, it is not generally clear those students have learned how to assess the validityof their solutions. This is a key skill they need to learn, preferably before entering the workforce.A personal experience demonstrated the importance of this skill. Early in the author’s career inindustry, another young engineer ran a computer analysis and sent the results to a client withoutfirst showing the solution to a more experienced engineer. It turned out the solution did not makesense, but the young engineer did not have enough experience to recognize that. This wasembarrassing for both the young engineer and their company. This is also