Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Lori Unruh Snyder, Purdue University

Tagged Divisions

Biological & Agricultural

were deliberated in the iFARM modules. Page 25.824.2 Figure 1. Screenshot of Calibration Figure 2. Screenshot of Crop Region Figure 3. Screenshot of Germination Figure 4. Screenshot of IPM Page 25.824.3Figure 5. Screenshot of Plant Breeding Figure 6. Screenshot of Precision FarmingFigure 7. Screenshot of Reproduction Figure 8. Screenshot of Residues Figure 9. Screenshot of Roots Figure 10. Screenshot of Seeds Figure 11. Screenshot of Soil Figure 12. Screenshot of Stems & Leaves

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle Bellmer, Oklahoma State University; Mary E. Rezac, Kansas State University; Danielle Julie Carrier, University of Arkansas; Daniel Humburg, South Dakota State University

Tagged Divisions

Biological & Agricultural

eight ofthem were developed as new courses, with funding from USDA. Table 1 lists all the requiredand elective courses in the program. Following the table is a short description of each courseavailable in the program.Table 2 shows a schedule of the course offerings over a three year period. While the courseschedule in the initial year of program implementation (2011-2012) is somewhat sporadic, thelonger-term course sequence is well defined. The required overview courses are offered onceevery year, with Bioenergy Economics and Sustainability offered in the fall and BiomassFeedstock Development and Conversion Overview offered in the spring. Several other coursesare also offered every year, but many of the specialized courses are only planned to

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evan T. Curtis, Univeristy of Nebraska, Lincoln; Abby M. Kelly, University of Nebraska, Lincoln; Johnathan Ian Edward McCoy, University of Nebraska, Lincoln; David Jones, University of Nebraska, Lincoln; Dennis D. Schulte P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

has identified elevenstudent outcomes, labeled A-K, that students are expected to achieve (Table 1). Programeducational objectives (PEOs) are the descriptions of skills that students will develop a few yearsfollowing graduation. These objectives are rooted in the expectations of professional rolesAGEN and BSEN graduates will attain. PEOs can be oriented to build upon the foundationsestablished by the student objectives.Table 1. ABET Undergraduate Student Learning Outcomes A B C D E FAn Ability to An Ability to An Ability to An Ability to An Ability toApply Knowledge Design and

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kumar Mallikarjunan, Virginia Tech

Tagged Divisions

Biological & Agricultural

intellectual apparatus associated with being the scientist, historian, orengineer rather than learning about their chosen discipline. In particular, it is this notion of learning tobe something, rather than learning about something, that we saw as a key basis for reformulating ourcurriculum.The development of spiral theme based curriculum was carried out as an iterative series of steps andhas been explained in detail elsewhere (Lohani et al., 2011). The first step involved identifying theoverall outcomes for the program. The faculty brainstormed and listed many items that students shouldbe able to do by the time they graduate. As a result, we defined four high-level, overall outcomes forbioprocess engineering students: (1) Design a bioreactor; (2

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

George E. Meyer, University of Nebraska, Lincoln; Kim Cluff, University of Nebraska, Lincoln; Jeyamkondan Subbiah P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

, NY) and Microsoft Office 365® have this feature, that are often used with popmail programs, such as Outlook (Microsoft, Seattle, WA) or Eudora (Qualcomm, San Diego,CA).Figure 1 shows the implementation of the system that was used for both classes. The first step atthe beginning of the semester was to obtain the class names list and their associated emailaddresses. These were stored in a Microsoft Excel spreadsheet. LabVIEW has special functionsto invoke nodes to access the individual cells of a spreadsheet. Using the last names column, onethen could create a folder with individual student subfolders for each assignment. StandardEmail or BLACKBOARD provided a record of who submitted the assignment and at what timeit was submitted, relative to

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Biological & Agricultural

expected to use diverse instructional methods. He recommendsadministering a learning styles inventory to students as a regular assessment process.In this presentation, the author presents his findings and compares them with the resultsof Hunter Boylan.Introduction Fleming & Mills’ VARK Learning Styles lists only four categories whereasHoward Gardner lists seven styles and suggests humans can be: (Source: Armstrong,Thomas 1993. Seven Kinds of Smart. New York: Plume). 1 WORD SMART: Learners prefer to express themselves using verbal communication skills and they learn by reading and writing. 2 PICTURE SMART: Learners who learn faster when information is provided to