Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ala A. Qattawi, Automotive Engineering Department at Clemson University –International Center for Automotive Research (CU-ICAR); Paul J. Venhovens, Clemson University; Johnell Brooks, Clemson University

Tagged Divisions

Design in Engineering Education

of research is manufacturing processes and materials with focus on vehic- ular applications. Dr. Paul Venhovens, Clemson University Dr. Paul Venhovens is the BMW Endowed Chair in Automotive Systems Integration and Professor in the Department of Automotive Engineering at CU-ICAR. He comes from BMW’s Research and Innovation Center in Munich, Germany, where he worked in the field of systems integration for 13 years. Dr. Venhovens is the founder of the Deep Orange program enabling the students to gain firsthand experience in his primary area of interest of new vehi- cle concepts, vehicle development processes and systems integration/engineering methods. Dr. Johnell Brooks, Clemson University Dr. Johnell Brooks is an

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

/NTC), the Nebraska Center for Researchon Children, Youth, Families and Schools (CYFS), the Nebraska Department of Education andLincoln Public Schools, of Lincoln, Nebraska, formed a consortium to address this issue. In2010, the consortium created and implemented an after school program intended to fosterlearning and engagement in science, technology, engineering and mathematics (STEM) amongour nation’s students. The result was the Roads, Rails and Race Cars (RRRC) program.RRRC utilizes a science-as-inquiry approach in a club-based format. Club lessons and activitieshighlight real world applications of STEM concepts, emphasizing transportation issues thatstudents encounter in their daily lives through the use of a curriculum developed

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; Clifford A Whitfield, Ohio State University; Jacob T Allenstein, The Ohio State University; Peter Rogers, The Ohio State University

Tagged Divisions

Design in Engineering Education

Paper ID #9172Examining the Structure of a Multidisciplinary Engineering Capstone DesignProgramMr. Bob Rhoads, The Ohio State University Bob Rhoads received his BS in Mechanical Engineering from The Ohio State University and his Masters in Business Administration from Regis University. He is also a P.E. He is the Engineering Capstone Program Coordinator for The Ohio State University.Dr. Clifford A Whitfield, Ohio State University Cliff Whitfield has a PhD in Aeronautical and Astronautical Engineering and is currently working as an Assistant Professor of Practice in the Mechanical and Aerospace Engineering Department and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire Yu Yan P.Eng., University of British Columbia; Vladan Prodanovic P.Eng., University of British Columbia, Okanagan; Ray Taheri

Tagged Divisions

Design in Engineering Education

gainedthrough design projects. As project based learning shifts the focus from an instructor-centeredteaching model to a student-centered learning model, students’ motivation becomes critical to thesuccess of this type of learning activities. The projects in our curriculum have a positive impacton student learning in terms of motivation, knowledge integration and self-learning skills. Webelieve the positive impact is attributed to the following strategies such as involving students indecision making, role play in class, increasing student-faculty interaction and providing studentswith hands-on experience.Project criteria and constraints, the availability of materials and tools and students’ prerequisiteknowledge and skills play significant roles on the

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University

Tagged Divisions

Design in Engineering Education

systemarchitecture and integration. These roles were supported by developing a separate gradingsystem for these two roles; the impact of these roles on supporting the spiral conception ofdesign is discussed. The paper discusses the impact of these modifications on student learningand the impact the changes had on providing actionable assessment for the ABET accreditationprocess. Documentation of team roles, the format of the archive, and scoring rubrics arediscussed.BackgroundDesign as an activity has undergone a resurgence in undergraduate engineering programs in thelast decades 1. While engineering analysis courses focus on narrow, domain-specific knowledge,design courses emphasize application of a broad spectrum of knowledge in narrow contexts

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

), “Rethinking the Curriculum: Is Today’s Engineering Education Irrelevant, Incomplete, and Incorrect?” Prism, ASEE, Wash. D.C.10. Kahnemann, D., Slovic, D.P., and Tversky, A.,(1982), Judgment Under Uncertainty: Heuristics and Biases, Cambridge Univ. Press, Cambridge, England.11. Ramos, J., and Yokomoto, C., (1999) “Making Probabilistic Methods Real, Relevant, and Interesting Using MATLAB,” Proceedings, 1999 Frontiers in Education Conf., Institute of Electrical and Electronic Engineers.12. Wood, W. H., (2004), “Decision-Based Design: A Vehicle for Curriculum Integration,” International Journal of Engineering Education, Vol.20.no.3, pp. 433-439.13. Dym, C.L., Wesner, J.W., and Winner, L., (2003)., “Social Dimensions of

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

taking • Ability to interact with multiple modes of learning Courses with design projects are used in almost all contemporary engineering curriculum toensure that students are able to transfer theoretical elements learned in traditional foundationaland “engineering science” courses to an application that they have not encountered before. Inaddition, projects have been used to foster engagement, critical thinking, creativity,communication and other skills. In most curriculums, especially in Mechanical Engineering,there are several courses that are on topics of design. Providing an integrative experience, it iscommon for these courses to begin in the freshman year with an introduction to engineering;where the steps in the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew E. McFarland, University of Virginia; Reid Bailey, University of Virginia

Tagged Divisions

Design in Engineering Education

[11], and Purdue’s EPICand Multidisciplinary Engineering programs [12], [13].RESEARCH QUESTIONSIncluded among those universities implementing engineering curricula change is University of Virginia,where an interdisciplinary engineering program exists in the form of the Technology Leadership Program(TLP). This program’s curriculum focuses on developing a student’s knowledge and skills that addressboth component level design and systems integration. This interdisciplinary program is a crosscollaboration between the Electrical and Computer Engineering (ECE), Systems Engineering (SIE) andMechanical Engineering (MAE) departments. Its three year curriculum fosters a learning environment inwhich electrical, computer, systems and mechanical

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Priya Seshadri, Purdue University; Tahira N. Reid, Purdue University, West Lafayette; Joran W. Booth, Purdue University

Tagged Divisions

Design in Engineering Education

Page 24.51.16engineering education, more fundamental knowledge about this design approach will bedeveloped and subsequently find entrance into the design paradigm.Currently, there are little to no formal methods available to help sensitize engineers to designcontexts that require a more in-depth assessment of the deeper needs of the end-user. The need forcare and empathy has been acknowledged as a valuable contribution to engineering education,8yet there is a need for an integral approach to transfer this insight to engineering students andinstill this desirable skill set in future engineers. This skill set is especially valuable in medicaldesign contexts. We believe that including compassionate design in the teaching curriculum at astage when

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

increased attention within the curriculum, which has motivated the creation of a varietyof courses, course activities and multidisciplinary programs focused on the development ofengineering products and solutions. One approach is engaging multidisciplinary teams ofstudents in community-based design projects.Our community engagement program, EPICS, provides opportunities for vertically-integrated,multidisciplinary teams to develop design knowledge and skills. EPICS has intentionally focusedon long-term partnerships and local community partners because of the learning benefitsafforded through the ability to engage with community partners more regularly. Previous studieshave indicated that understanding the nature of those interactions between

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech University; Fisseha Meresa Alemayehu, Texas Tech University; Haileyesus Belay Endeshaw, Texas Tech University; Ricardo Cruz Lozano, Texas Tech University

Tagged Divisions

Design in Engineering Education

uncertainty should be taught in design. The remaining32% respondents have not included uncertainty and their reasons are presented into three groups:design prerequisite, advanced concept and time constraint (see section 3.2). The authors of thispaper believe that considering uncertainty as an advanced concept may have its own risk; i.e.students graduating with their first degree will not acquire the necessary knowledge ofuncertainty in design process. Wood 6 noted that industry is taking the lead in addressing the Page 24.468.23issue of uncertainty in design process and that the education curriculum does not yet properlyaddress this knowledge gap

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Design in Engineering Education

, ranging from including entrepreneurial competenciesinto core engineering classes 30 , to programmatic threads in entrepreneurship 26 , to the alignment ofEntrepreneurship and ABET 24 .K-WIDE integrates engineering design and entrepreneurship in a way that lies between formalinstruction and competitions. On the one hand, K-WIDE operates outside of curricular require-ments, in a similar manner to design competitions, business pitches, start-up weekends and othersuch student opportunities 31 . On the other hand, the end goal of K-WIDE is not a product butpersonal growth and learning. This aspect is more similar to a formal curriculum, and as a resultthere is a significant degree of guidance and instruction from the instructors.3 K-WIDE

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Jeffrey Lange, Iron Range Engineering

Tagged Divisions

Design in Engineering Education

Paper ID #10127Industry-sponsored Vs. Internal design projects at the Iron Range Engineer-ing ProgramDr. Mohammad Habibi, Minnesota State University, MankatoJeffrey Lange, Iron Range Engineering Jeffrey Lange graduated from Iron Range Engineering (IRE) in 2012 with his Bachelors of Science in Engineering with an emphasis in electrical engineering. He is currently working as a Project Mentor at IRE and passing on the knowledge and the love of the program that he developed as a student. Jeffrey completed his first two years of schooling at Anoka Ramsey Community College and then transferred to the University of Minnesota, Twin

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Matthew T. Siniawski, Loyola Marymount University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

they need to focus on to do well in the course. Thegoal is to eventually encourage students to shift away from focusing on the grade and movetoward a goal of learning and improving in each course objective.Bibliography 1. Sadler, D.R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30 (2), 175-194. 2. Scriffiny, P.L. (2008). Seven reasons for standards-based grading. Expecting Excellence, 66 (2), 70-74. 3. Tomlinson, C., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Association for Supervision and Curriculum Development (ASCD), Alexandria, VA. 4. Reeves, D.B. (2003). Making

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claes Fredriksson, Granta Design, Cambridge (UK); Mats Eriksson, Univeristy West; Hannah Melia, Granta Design, Ltd.

Tagged Divisions

Design in Engineering Education

proof forthe success of the approach, was that the group monitored in the case study performed very wellin comparison to other groups in the class, as assessed by the instructor.The students expressed the advantage of having easy access to explanatory information, such ashow to measure or test material properties and design considerations to be made, which isavailable in Science Notes integrated with the software. This could be used as an interactivetextbook and enhanced their understanding of materials science and facilitated designconsiderations linked to different types of materials.In addition to the above, this study highlighted the following: The use of a commoncomprehensive database that supports many different aspects of the product

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Design in Engineering Education

geographic context in which the program is embedded. These specific emphasesand scopes impact students’ understandings of design, and how students negotiate designdecisions within the project team experience. Therefore, research that can ascertain how studentsin these various contexts perceive and make sense of design, as well as what they believe isrelevant and important in a design project, provides an important empirical basis for improvingengineering programs and meeting the criteria set forth by engineering and technology’saccreditation organization, ABET, for effective engineering curriculum.14The authors employ a discursive psychological approach to analyze interviews with studentsfrom four different institutions working on multidisciplinary

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Anthony Radzins, Florida Atlantic University

Tagged Divisions

Design in Engineering Education

systems. The fact thatseveral pages in this paper were dedicated to ideas and concepts we consider viable, in one wayor another, goes to show that the grass is greener on the other side, so to speak. We have laid out our creativity and innovation process for any other interested parties touse themselves. There is no single best way to come up with ideas, but we feel where we areheading is an excellent start and should be included in any capstone design course. For us, futureplans include taking our on-going speed reducer idea to market. Demonstrating to, and workingwith, local authorities to begin real-world integrated testing and showing people that there is abetter solution for speed reduction. If the reader were to ask “what were

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Design in Engineering Education

Paper ID #9982Student Perceptions of Project Mentoring: What Practices and BehaviorsMatter?Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

activities.Prior LiteratureInterdisciplinary Collaboration Between Educators, Scientists, and EngineersAs they are widespread and accessible, informal science centers are well positioned to inform thepublic of current science and engineering. Science centers need engaging educational content tocreate visitor programs that are relevant, integrated, and dynamic. At the same time, they ideallyneed to have an adaptable learning environment with updatable content.7 Our research is basedon the premise that science centers can sustain these types of programs through collaborationswith professional scientists and engineers.Multidisciplinary collaborations in public outreach can offer mutual professional development,8with scientists and engineers gaining

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ang Liu, University of Southern California; Stephen Y. Lu, University of Southern California

Tagged Divisions

Design in Engineering Education

. Page 24.1035.1 c American Society for Engineering Education, 2014 Reinforcing a “Design Thinking” Course by Restructuring Student-Instructor Interactions1. IntroductionIn the past few years, the study of “design thinking”1-3 is drawing increasing attentions in theengineering design community. It dates back to Herbert Simon’s book “The Sciences ofArtificial”, when the notion of design was being viewed as a particular “way of thinking”4.Recently, “design thinking” is increasingly recognized to be an “exciting paradigm”5 to addressmany critical problems in many professions such as information technology6 and business7. Asthe research of “design thinking” keeps gaining momentums, a

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Paul D. Mathis, Engineering Education

Tagged Divisions

Design in Engineering Education

the National Science Foundation. The authors would like to thank MitchZielinski and John Broski for their contributions during cross-case analysis.References1. Zhou, C. Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education. European Journal of Engineering Education 37, 488-499 (2012).2. Cropley, D.H. & Cropley, A.J. Fostering creativity in engineering undergraduates. High ability studies 11, 207-219 (2000).3. Blicblau, A.S. & Steiner, J.M. Fostering creativity through engineering projects. European Journal of Engineering Education 23, 55-65 (1998).4. Radcliffe, D.F. Innovation as a meta attribute for graduate engineers. International

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Lewis Hamon, The University of Texas, Austin; Matthew G. Green, LeTourneau University; Brock Dunlap, University of Texas, Austin; Bradley Adam Camburn, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Design in Engineering Education

and MSC Software Corp., as well as various consulting and expert witness positions. He also held a faculty position at University of the Pacific and is an adjunct faculty member at University of Texas, Austin. He has received numerous professional awards including a NASA Post-Doctorial Fellowship, ASEE Best Paper Awards, the ASME Most Innovative Curriculum Award, the Ernest L. Boyer - International Award for Excellence in Teach- ing, the US Air Force Academy Seiler Award for Excellence in Engineering Research and the Outstanding Academy Educator Award. He has published over 100 technical articles and generated approximately $3.5 million of research; all at institutions with no graduate program. His research

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pete Hylton, Indiana University Purdue University, Indianapolis; Wendy Otoupal-Hylton, Indiana University Purdue University, Indianapolis

Tagged Divisions

Design in Engineering Education

Paper ID #8494Teaching Applied Engineering Through Practicum CoursesDr. Pete Hylton, Indiana University Purdue University, Indianapolis Pete Hylton is an Assistant Professor at Indiana University Purdue University Indianapolis (IUPUI). He earned his B.S. degree in Mechanical Engineering from Rose-Hulman Institute of Technology, M.S de- grees from Purdue University (Mechanical Engienering) and IUPUI (Applied mathematics) and Ed.D. from Grand Canyon University (Organizational Leadership). Dr. Hylton is currently the Director of Motorsports Engineering at IUPUI and his interests include motorsports safety, automotive

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ari W. Epstein, Massachusetts Institute of Technology; Stephen Rudolph, Massachusetts Institute of Technology; Herbert H. Einstein, Massachusetts Institute of Technology; Pedro M. Reis, Departments of Civil & Environmental Engineering and Department of Mechanical Engineering, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

Paper ID #9085Enhancing Design Students’ Comfort and Versatility in the Shop: A Project-Based ApproachDr. Ari W Epstein, Massachusetts Institute of Technology ARI W. EPSTEIN is a Lecturer in the Terrascope program and the Department of Civil and Environ- mental Engineering (CEE) at the Massachusetts Institute of Technology (MIT), where he specializes in team-oriented, project-based, student-driven learning. He is particularly interested in developing ways to integrate free-choice learning (the kind of learning promoted by museums, community-based organiza- tions, media and other outlets) into the academic curriculum

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

courses, and new knowledge gained and used by both the instructors ofthe course and the students involved in the course. This course was taught using the NGSSscience standards as an overarching guide for K-12 science/engineering performanceexpectations. These expectations were then framed by the Lesh Model5 for curriculumdevelopment as teachers were guided to create their own curriculum unit. The course focused onevents that would allow teachers experience in engineering design. Teachers debriefed afteractivities based on specific areas of focus. While the integration of STEM elements is key tocourse content, the coursework in this program focuses on how engineering influences thestudent learner with an eye to academic standards.The inclusion of

Conference Session

Simulations and Project-Based Learning II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Miguel Bazdresch, Rochester Institute of Technology (CAST)

Tagged Divisions

Engineering Technology

Paper ID #9709Common Pitfalls in Communications Systems SimulationDr. Miguel Bazdresch, Rochester Institute of Technology (CAST) Miguel Bazdresch obtained his PhD in Electronic Communications from the Ecole Nationale Superieure des Telecommunications, in France, in 2004. He worked for several years designing digital integrated circuits for the telecommunications industry. After teaching at ITESO University, in Mexico, from 2005 to 2012, he came to the Electronics, Computers and Telecommunications Engineering Technology De- partment at the Rochester Institute of Technology, where he is an Assistant Professor

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim Dallas P.E., Texas Tech University; Tanja Karp, Texas Tech University; Brian Steven Nutter; Yu-Chun Donald Lie, Texas Tech University; Richard O. Gale, Texas Tech University; Ron Cox; Stephen B. Bayne, Texas Tech University

Tagged Divisions

College Industry Partnerships

, 10 students are admitted to PSPE each year.Figure 2 shows the cumulative totals for enrollees, interns, and hires. The conversion rate is asignificant figure of merit to TI and is a prime driving force for continued support. In order toshow TI’s assessment of program outcomes and return on investment, we provide a statementfrom Mr. Mark Gary who is the Business Unit Manager for Linear Power. There are several advantages TI gains from the program. In general, TI recruits from a wide range of domestic and international universities. What stands out is an overall lack of knowledge of what product engineering is and what the job role entails. A large majority of EE graduates all believe they want to be IC designers due the curriculum

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

engineering. A brief summary of the program objectivesand associated activities is outlined as follows. Additional program details can be foundelsewhere 31.  Objective 1 activities: Teachers are paired and then matched with an engineering faculty mentor. The mentor assists the teachers in understanding the current status of emerging technologies and engineering research, and provides informal instruction in research methodology and science theory appropriate to the teacher’s research experience.  Objective 2 activities: During the four-week summer program, each teacher prepares hands-on engineering-related instructional materials to integrate into their classroom curriculum. Support is provided by

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William Joseph Frey, Univ. Puerto Rico - Mayaguez; Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico-Mayagüez; Joann M. Rodriguez, University of Puerto Rico, Mayaguez Campus; Jeffrey Santiago, University of Puerto Rico, Mayaguez Campus; Tyrone Medina, University of Puerto Rico at Mayaguez; Ricardo Maldonado; Cristina Rivera-Vélez, GREAT IDEA; Davis Chacon-Hurtado, University of Connecticut; Pablo Jose Acevedo, UPRM

Tagged Divisions

Community Engagement Division

Professions. He and a team of ethicists have worked with different universities in the Latin American context on faculty development workshops for identifying issues in engineering ethics, developing course modules in this area, and designing curricular strategies for integrating ethics across the engineering curriculum. His publications cover moral psychology, moral pedagogy, and engineering ethics in Puerto Rico. Most recently, he has been working on the GREAT IDEA project, an NSF-funded project that explores research in appropriate technology and community development.Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico- ¨Mayaguez Marcel J. Castro-Sitiriche is a

Conference Session

A Focus on Non-Traditional Students and Non-Traditional Course Delivery Methods

Collection

2014 ASEE Annual Conference & Exposition

Authors

Armineh Noravian, San Francisco State University; Patricia Irvine, San Francisco State University

Tagged Divisions

Two Year College Division

college setting within which they learned design to be very different from theprofessional context for which they were being trained. This manifested itself at the end of theproject in comments such as "if I were a real engineer" (p.25) 19. In this respect, his studydemonstrates the difficulty of building a professional identity in an academic environment.The current study differs from the above studies in a number of ways. First, students at NWCCare community college students and are being trained to be generalist technicians. They learncomputer programming and mechanical, electrical, and pneumatics engineering. In doing so,they necessarily acquire a range of low-tech and high-tech skills. Thus, this is a study of studentswho have to integrate