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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

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. Rather we would like to examine a subsetof threshold concepts and illustrate, first, that they can form a design basis for development ofInteractive Virtual Laboratories where students can actively experience multiple representations,and, second, that experience with these virtual laboratories helps students learn.The following specific project objectives have been constructed to achieve this goal: 1. Validate a set of at least six proposed threshold concepts in thermodynamics. 2. Develop Interactive Virtual Laboratories to provide students multiple representations and help them experientially explore these threshold concepts. Develop the virtual laboratories based on engineering education best practices and multimedia

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Lisa Huettel, Duke University

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objectives and an assignment for participants. There were also 5 sessionsduring Fall 2013. Breakout groups within each session promoted interactions among subsets ofthe participants; these were critical for encouraging broad participation, with each breakoutgroup reporting back to the full VCP afterward. Pre-planned topics included (1) Introduction tothe Circuits VCP, (2) Overview of Research-based Instructional Approaches, (3) LearningObjectives and Bloom’s Taxonomy, (4) Student Motivation, (5) Teams, and (6) & (7) Makingthe Classroom More Interactive. The topics for sessions (8) and (9) were developed by our VCPcommunity during preceding weeks: (8) Simulation and Hands-On Learning, Assessing Impact;(9) Great Ideas that Flopped. In addition to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles

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engineeringstudents [5]. However, up to date research on this aspect is still not adequate to generate acomprehensive understanding of PBL in engineering context. In 2013, California StateUniversity Los Angeles received a RIGEE grant from NSF to conduct an interdisciplinaryresearch to study the impact of collaborative project-based learning (CPBL) on the self-efficacyof traditionally underrepresented minority groups in electrical engineering courses. The projectgoals include: 1) Improve the understanding of the factors that affect the self-efficacy of minoritystudent groups in Engineering; 2) Develop better ways to measure the impact of collaborativelearning in the developmental stages of the student learning process in addition to the learningoutcomes; 3

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; David Reeping, Ohio Northern University

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establishing a common frameworkseems to be a necessary step toward informing curricular reform and program development.Development of the SchemeThree separate methodologies were used to develop the classification scheme: analysis of syllabi,analysis of results of workshop discussion, and a culminating Delphi study. Using a multiplemethod approach allowed for different, iterative versions of the scheme to be created. As moreinformation regarding course outcomes became available, gaps began to emerge. Due to thenature of the data collection, these inconsistencies were resolved and, as a result, completed amore accurate picture of first year engineering courses.Method 1: Analysis of syllabiIn an effort to identify common concepts and student learning

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Catherine E. Brawner, Research Triangle Educational Consultants; Xingyu Chen, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

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Kikendall Orr, Louisiana Tech University Page 24.32.1 c American Society for Engineering Education, 2014 A Comparative Study of Engineering Matriculation Practices NSF IEECI Grant 1025171Project goalsThe original major goals of this project are to: 1) describe the matriculation patterns anddisciplinary choices of engineering students using MIDFIELD and 2) explore the underlyingreasons for patterns found with MIDFIELD through interviews with sophomore engineeringstudents at selected MIDFIELD partners. A third goal has since been added to develop ataxonomy of engineering

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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usingTeatoL. Using TeatoL students create videos and instructions, based on their experience andprocess for solving open-ended problems, with the mindset of teaching the process and sharingthe learning experience with others. An overall flow of activities in TeatoL is shown in Figure 1.Students are teachers uploading their approach to solving the problems to the system. The postsare viewed using their computers or mobile devices. The students then critically evaluate andcritique posted approaches, submitted by other students, to improve their open-ended problemsolving technique. The students have the opportunity to use comments from others to criticallyevaluate and modify and improve their approaches. These steps can be recursive focusing on

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Kerri S. Kearney, Oklahoma State University; Rebecca L. Damron, Oklahoma State University

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Page 24.87.2professionals) to understand how computers work. We are also working on creating literature,website materials, and tutorials to facilitate PLP’s adoption by other instructors. This work willhelp in the third line of exploration- research on impact of PLP on student learning.1 IntroductionThe Progressive Learning Platform (PLP)[1-3] is a novel, open, adaptable, multi-course ComputerEngineering curriculum and technology platform developed with the help of funding from NSF’sresearch initiation grant in engineering education (RIGEE) program. It is designed to improvestudent learning by closing gaps between courses in a Computer Engineering curriculum, andshowing students the connections among the concepts and skills they learn in

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte

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served as an independent program evaluator for four other federally funded research grants: (1) Developing Standards-Based Mathemat- ics Teachers; (2) Behavior and Reading Improvement Center; (3) Translating Inquiry-Based Learning into Environmental Biotechnology Courses at Four Institutions; and (4) Assessment Practices to Sup- port Mathematics Learning and Understanding for Students. Dr. Wang also received six state/regional grants: (1) Expert Witness for Center for Civil Rights Leandro Intervention; (2) High School Challenge: Achievement Gap between At-Risk and Not-At-Risk Students; (3) Elementary School Students’ Self- Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Ning Gong, Department of Electrical and Computer Engineering, Temple University ; Brian P. Butz, Temple University; Li Bai, Temple University; Saroj Biswas, Temple University

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, Generator/Motor, Animation, Web Application1. Introduction A laboratory practicum is considered a key component of engineering education; however ahands-on approach is often ignored for courses involving electrical machines because of safetyissues, expense, and lack of qualified teaching assistants. Traditionally, machines used in powerlaboratories run at standard line voltage which makes safety an issue requiring that theselaboratories be closely supervised. The IEEE Power Engineering Education Committee (PEEC)Task Force on Education Resources [1] recently surveyed universities in the United States todetermine the state of power education. Within the 118 schools that participated in the survey,202 laboratory courses (or less than 2 per program

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Chiang Shih, Florida A&M University/Florida State University; William S. Oates, Florida State University

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socialactivities. The summer programs were culminated in a whole-day research symposium withindividual and group presentations plus poster sessions.One unique aspect of the program is the integration of the group design experience into thesummer program. Students were assigned in groups to work in design projects relevant to theirassigned research tasks. Group collaboration sessions were reserved for all REU students toshare their experiences and work on group projects. Two open-ended design projects wereimplemented: (1) Use of smart materials to develop multi-modal movement and agility in 2012,and (2) The development of a quad-rotor aircraft with indoor maneuverability in 2013. In thepaper, we will discuss lessons learned in the coordination of the group

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tom Weller, University of South Florida; Carol M. Haden, Magnolia Consulting, LLC; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Aaron T. Ohta, University of Hawaii at Manoa; Sylvia W. Thomas, University of South Florida; Rhonda R. Franklin, University of Minnesota; Wayne A. Shiroma, University of Hawaii at Manoa

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ofand diversifying our energy sources, and managing the environment for sustainability; allrequiring new problem-solving skills to create the technological advances that will preserve ourwell-being, ensure our national security and maintain our leadership in the global economy 1. Solutions to 21st-century challenges will involve electronic systems intertwined withstructural, chemical, and biological systems. One example, advances in nano- and nanobio-engineering, will integrate knowledge from information, electrical, physical, cognitive and socialsciences. The solutions are thus inherently multi-disciplinary—involving one or moredisciplines with similar approaches to problem solving—and trans-disciplinary—involving twoor more disciplines

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

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paidfull-time employment and traditional full-time classroom education. Cooperative educationprograms (co-op) are work opportunities for undergraduate students organized in partnershipwith industry based organizations,1 which can also be referred to as Work-Integrated Learning(WIL).2-3 Ordinarily, academic institutions facilitate the application process and connectionbetween students and potential employers. The eligibility requirements are institution-specificand can vary by discipline or at the discretion of the co-op employer; however, many universitiescommonly require a minimum grade point average (GPA) for co-op participation. Since co-opprograms have minimum GPA and other eligibility requirements, it is critical to identify howrequirements

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Kevin D. Dahm, Rowan University; Richard J. Kozick, Bucknell University; Robert M Nickel, Bucknell University; Sachin Shetty, Tennessee State University; Robi Polikar, Rowan University; Ying Tang, Rowan University; Steven H. Chin, Rowan University

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anElectrical and Computer Engineering curriculum. A long standing debate is on how to getstudents more interested in circuit theory and simultaneously comprehend and apply thebasic concepts [1][2]. Project-based learning has been shown to increase student interest,basic design skills [3] and comprehension of the concepts in basic engineering andmathematics through vertical integration [4][5]. Vertical integration is the principle ofhaving a project or experiment in a course build upon concepts gained throughexperiments and/or projects performed in a parallel or previous course. Students willrealize that the courses are part of a flow that contributes to a unified knowledge base.This paper describes a project on active circuits that is performed at

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tina Hudson, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

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in Fig. 1. The circuit thatthe students are intending to test, called a device-under-test (DUT – A in Fig. 1), is inserted into atest board, called the device-interface-board (DIB – B in Fig. 1). Depending on the lab, the DUTwill be a comparator, a DAC, or an ADC. The DIB contains circuits that will allow the DUT to beplaced into different configurations for different specification tests (e.g. input bias current, offsetvoltage, linearity, propagation delay, etc.). The DIB circuits may be as simple as load structures(output resistors and/or capacitors) or input resistors to gain up input current measurements, or ascomplicated as negative feedback servo-loops to force the device into a known state. Relays areactivated to change the DIB

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

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certification track willreplace the current elementary track (K-6) and overlap with the existing secondary track (7-12).Camblin reminds us that “the middle grades, those enrolling 10- to 14-year-old students, have animportant relationship to college access.1 The middle grades are when students, families, andschool personnel begin to address career aspirations, academic preparation, and collegeinformation.” The Commonwealth’s new emphasis on highly qualified middle grades teachersprovides a unique opportunity to impact children at a crucial time in their formal educationexperience.2In our project, we are aiming to (1) develop a program (SUSTAINS, STEM UndergraduateStudents Teaching Adolescents Innovation and Sustainability) that will allow

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G. Belu, Drexel University (Tech.)

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machine tools. During the project’s second year we arein progress of developing, implementing and testing the some of the following: (1) Advance Knowledge of How Cognitive Learning Develops in Tele-presence System, investigating how students perceive, process, and learn while working with the developed learning systems (tutorials, learning modules and lab activities). (2) Development of an Agent-based Tutor & Simulator System (ATSS), with an embedded- intelligence and knowledge base to guide and support students in remote operations within the safety and functional boundaries of the equipment. Its main function is to aid remote users in lieu of the teacher’s absence through the graphical projection of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

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whileimproving the transfer of core knowledgein science, technology, engineering andmath (STEM) courses. The EFFECTframework is presented in Figure 1.EFFECTs are based on a driving questionwhere students consider fundamentalconcepts in the context of a realisticproblem. In the first EFFECT session(class period), students complete adecision worksheet, individually and thenin groups, and provide an initial answer tothe driving question. This first session isfollowed with multiple active learningsessions that are designed to enhance thestudent’s core knowledge, stimulatecritical thinking, and hone their estimationabilities. Active learning modules integrate

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Craig J. Kief, COSMIAC at UNM; Bassam H. Matar, Chandler Gilbert Community College

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the lessonslearned, the summer outreach activity happened at partner institutions, and finally, theundergraduate research experience. I. IntroductionProgrammable Logic Devices in general and FPGA-based re-programmable logic design becamemore attractive as a design media during the last decade, and as a result, industrial use of FPGAin digital logic design is increasing rapidly. Considering the following technology trend inindustry, the need for highly qualified logic designers with FPGA expertise is increasing rapidly.According to the United States Department of Labor, the job outlook is on the rise and willcontinue to expand for at least the short- to medium-term future [1]. To respond to the industryneeds for FPGA design skills

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Steve C. Hsiung, Old Dominion University; John M. Ritz, Old Dominion University; Ece Yaprak, Wayne State University; Thomas B. Stout, Tidewater Community College; Richard L. Jones, Old Dominion University

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curriculum modules and laboratorymodules to teach microcontroller concepts. During the second year 60 faculty throughout theU.S. were taught microcontroller/embedded system concepts and exercised hands-on laboratoryexperiment activities using distance learning technologies. Feedback has been favorable. Duringyear three an additional group of faculty will be taught these concepts and an academiccommunity with common interest of embedded system design will be built, bringing the totalfaculty trained to 120.Goals of the Project To accomplish this statement of work, there are four guiding goals that include:1. Create a teaching platform with supporting instructional and hands-on laboratory modules to teach microcontroller concepts and activities

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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other educators who are interested in adopting CPBL-beyond-Classroom to redesign their courses based on the learning needs of their own students. A. IntroductionThe ability to solve real-world problems and design systems or components under realisticconstraints are essential to engineering and computer science graduates, as both mandated byABET and highly valued in professional practice. To help students develop such valuable skills,project-based learning (PBL) has been considered as a useful pedagogy by many engineering/CSeducators. However, it is also recognized that PBL may not always function if not designed andintegrated in the curriculum appropriately [1-4]. This challenge magnifies at commuter campuseswhere students having difficulty

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

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abilities are lesssatisfied with their ethics education might seem obvious to many experienced engineering ethicseducators, the reality that this finding reflects a national situation after significant large-scaleefforts to improve engineering ethics education over the past 20 years calls for focused attentionand a significant shift in pedagogy. Our research team, consisting of scholars from Engineering(Biomedical, Electrical, Materials, and Engineering Education), Communication, andPhilosophy, has taken on this national education challenge in engineering ethics.The following additional observations come from recent literature on engineering ethicseducation: 1. There is a growing call for ethics training across engineering disciplines from

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Joseph Jinlee Kim P.E., California State University Long Beach

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experience.IntroductionThe growing need for professionals with specific training in sustainable building practices willincrease significantly over the next decade as the importance of accelerating sustainability in abuilt environment has been well recognized all over the world. Thus, undergraduate studentsneed to advance their career and maintain their competitive edge with training in the greenbuilding areas. Many schools, with undergraduate engineering programs in many disciplines,attempt to include environmental sustainability and sustainable design in their curricula.5 Thechallenges and opportunities are laid out in construction engineering management disciplines asto how to incorporate sustainability practices into their educational formation.1, 5, 6, 9

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

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during the first three years (2009-2011) indicate that significant barriers toretention continue to exist for students enrolled in the program. Student achievement datashowed that the rate (52%) at which students were unsuccessful (final course grade of W, D or F)in distance delivered sections of Calculus I was not only alarmingly high, but was also nearlydouble the rate (28%) for students in traditionally taught (face-to-face) sections. Moreover, onuniversity administered end-of-course student evaluations, distance sections scoredapproximately one full point lower (on a scale of 1-poor to 6-excellent) than traditionally taughtsections in ratings of instructor effectiveness (4.10 distance | 4.91 traditional) and overall coursequality (3.96

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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equipment. They expand on thecase study concept by including skills-based problems that can be used in place of traditionalhomework problems but written in the context of the real-world environment, as well asadditional design problems based on design methods and actual solutions at real facilities. Thispaper will highlight the final version of the Engaged material. This will include key points of theassessment data and focus group results obtained since last year. A secondary purpose of thepaper will be to discuss how this Phase 2 research has spawned several other pedagogicalresearch questions (i.e. possible new Phase 1 research). Three specific areas will be highlighted:1) a compare and contrast study of engagement and motivation in engineering

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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position as the world’s largest exporter for foodproducts, or foodstuffs, for over 50 years[1]. Ivy Tech Community College and Purdue UniversityCollege of Technology recognize that the food and foodstuff supply chain consists of industries thatutilize raw material crops in rapidly value-added, markets such as food, feed and non-food (alternativeenergy) production [2]. The variety of the supply chain is a crucial characteristic to maintainingsustainability through value in commodities and processing industries [3]. However, the supply chain isan increasingly complex field with a critical need for trained engineering technicians. The proposedprogram provides a comprehensive and streamlined approach for students seeking to understand the entirefood

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

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integration is defined to be the blendingof science, technology, engineering, and mathematics content and context into one learningenvironment for the purpose of (1) deepening student understanding of each discipline bycontextualizing concepts, (2) broadening student understanding of STEM disciplines throughexposure to socially and culturally relevant STEM contexts, and (3) increasing interest in STEMdisciplines to broaden the pipeline of students entering the STEM fields5.High quality STEM integration has been identified to have the following six characteristics4.First, the context must be both motivating and engaging so students develop personalconnections to the activities6-8. Second, students must actively engage in an engineering designchallenge

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Vernengo, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University; Johannes Strobel, Texas A&M University

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theworld.1. INTRODUCTION Biomaterials have received considerable attention over the past 30 years. A biomaterialhas been defined as a material intended to interface with a biological system to evaluate,augment, or replace any tissue organ or function in the body 1, 2. Therefore, the field ofbiomaterials encompasses the study of materials science, medicine, and biology. Biomaterialsare a large portion of the healthcare market and represent a 9 billion dollar per year industry 3. Itis estimated that over 11 million people have implants utilizing engineered biomaterials 4. Still,more recent advances in the field have focused on designing materials that help to repair tissue,not just replace it. These biomaterials, referred to as tissue

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona Sate University; Richard A. Hall Jr., Cochise College; Phil Blake McBride, Eastern Arizona College; Rakesh Pangasa, Arizona Western College; Clark Henson Vangilder, Central Arizona College; Russell Cox, Mohave Community College; Thomas R. Palmer, Eastern Arizona College

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APPOINTMENTS 2012-Present Resident Faculty, Mohave Community College, Kingman, Arizona 2011- 2012 Instructor, Baker College of Muskegon, Muskegon, Michigan 2004-2011 Research/Teaching Assis- tant, Marquette University, Milwaukee, Wisconsin 2002-2004 Tutor, Iowa State University Academic Success Center, Ames, Iowa c American Society for Engineering Education, 2014 Paper ID #10038 RECENT PUBLICATIONS • Russell Cox, Fabien Josse, Stephen Heinrich, Isabelle Dufour, Oliver Brand, ”Characteristics of Laterally Vibrating Resonant Microcantilevers in Viscous Liquid Media”, Jour- nal of Applied Physics, 111 (1

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2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

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how the social context of largeengineering courses may create a deep need for supporting relatedness.Background and MotivationMotivated students learn more and retain knowledge longer,1 so how can instructors improvestudents’ motivation to learn in their courses? Self Determination Theory (SDT) provides atheoretical framework of motivation that can be applied in a classroom context.2 SDT asserts thata person’s intrinsic motivation to learn can be fostered by meeting three psychological needs:autonomy, competence, and relatedness.2 Autonomy refers to a sense that people control theirown choices, and they can exercise their freedom of choice to proceed in whatever way they seeas best. Competence refers to a sense that an individual has the

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David E. Schaad, Duke University; Michael M. Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

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, and enhancing virtual reality.1 These challenges are complex, multiplydetermined, and fraught with social and personal complications. As such, solving them willrequire engineers who combine both technical training and other skills (e.g., ability to work ingroups, communication, etc.).2 Such complementary skills are often difficult to develop in thecourse of traditional engineering education, which often presents technical problems in abstractand stylized form without connection to real-world applications. Such education works for manyengineers, but it risks missing those students who could be engaged by the opportunity to addressproblems of fundamental import.Here, we describe a framework for integrating the NAE GC program into engineering