Collection

2019 ASEE PNW Section Conference

Authors

Michael Lawrence Anderson P.E., United States Air Force; Traci A. Sarmiento, United States Air Force Academy; Cory Cooper, U.S. Air Force Academy; Donald William Rhymer, United States Air Force

An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment Sarmiento, T., Anderson, M., Rhymer, D., and Cooper, C. US Air Force Academy, COAbstractThe United States Air Force Academy in Colorado is an undergraduate institution whose missionis to “educate, train, and inspire men and women to become leaders of character, motivated tolead the United States Air Force in service to our nation.” The employer of the institution’sgraduates desires well-rounded graduates with a more-homogeneous education than would beexpected at an otherwise similar university. As such, the institution prescribes a large generaleducation (or

Collection

2019 ASEE PNW Section Conference

Authors

Samantha Schauer, Boise State University; Krishna Pakala, Boise State University; Kim MB Tucker

Review of Living Learning Communities and their impact on first year engineering college studentsAbstractTraditionally, first-year college students do not have a community of like-minded peers withwhom they are able to learn. Adding to first-year engineering college students’ (FYECS)struggles is the fact that many students do not have a mentor in their related field and are unableto start building their professional repertoire, network, and/or practical skills. Living LearningCommunities (LLC) can offer a platform for postsecondary institutions to increase recruitment,engagement, and sense of belonging for students who live in an LLC. LLCs have been describedin the literature as themed living and learning

Collection

2019 ASEE PNW Section Conference

Authors

David Pinkerton, Boise State University; Krishna Pakala, Boise State University

Tagged Topics

Diversity

traditional classroom model has served academia to its full ability, but change has come.Some US universities have average college class sizes upwards of 50 students [6]. A standardlecture in a 40+ student class often falls short in answering individual student questions andstruggles to foster a cohesive community where peer-to-peer interaction is so limited [7].There is a consensus that both incoming freshman engineering students and recent engineeringgrads need different skills and support systems to succeed in college and career than they didbefore the internet revolution.MethodologyThe following methodology was used for identifying Factors of Success for EducationalTechnologies and Best Practices.Keeping in mind the ever-changing technological

Collection

2019 ASEE PNW Section Conference

Authors

Eve Klopf, Oregon Institute of Technology; Aaron Scher, Oregon Institute of Technology

Implementation of a Lab Section for Electricity and Magnetism with Transmission LinesEve Klopf and Aaron ScherDepartment of Electrical Engineering and Renewable Energy, Oregon Institute of TechnologyAbstract:This paper focuses on the implementation of a laboratory section for an undergraduate coursein engineering electromagnetics. In Fall 2018, both Klamath Falls and Portland-Metro campusesof the Oregon Institute of Technology adopted a laboratory section for EE 341: Electricity &Magnetism with Transmission lines, which is a required class for all electrical engineeringstudents. This paper will discuss the laboratory activities, outline the challenges we faced whenaltering a well-established class to include a laboratory section, and