Displaying all 5 results
- Conference Session
- Student Learning and Success
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Deepak R. Keshwani, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln
- Tagged Divisions
- Biological and Agricultural Engineering
know anecdotally at our institution that studentpopulations pursuing ASMT programs are distinctly different from those pursuing engineeringprograms in terms of performance on college entrance assessments (ACT, SAT etc.). Themajority of faculty who teach ASMT programs have engineering degrees, which could limit theirability to anticipate ASMT student challenges. Faculty can be more effective in their teaching,advising and mentoring if they understand clearly the specific challenges of their students. Therehave been no prior published work related to success of students pursuing ASMT programs,although there has been some work in related topics for agricultural/biological engineeringstudents: a study assessing motivation to pursue their majors [1
- Conference Session
- Incorporating the Community into the Classroom
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Ann D. Christy P.E., Ohio State University; Tara Gupte Wilson, Ohio State University; Owen J. Meehl, Ohio State University
- Tagged Divisions
- Biological and Agricultural Engineering
meet those needs.Thermodynamics Course Learning Outcomes. Overall learning outcomes for the course arethat upon successful completion of this course, each student would be able to: 1. Describe the role of energy in a global context 2. Locate and use data on thermodynamic properties of common gases and liquids 3. Perform thermodynamic analyses that follow a standardized format and include appropriate sketches, assumptions, and citations 4. Apply energy and entropy balances to problems involving heat and work 5. Apply 1st Law of Thermodynamics (Conservation of energy) to closed systems and open systems / control volumes 6. Apply 2nd Law of Thermodynamics (Restrictions on energy transfer) to closed systems and open
- Conference Session
- Incorporating the Community into the Classroom
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Hallie E. Supak, Texas A&M University; Victoria Baltazar; Janie M. Moore, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Biological and Agricultural Engineering
. This is a topic I am very passionate about and am excited about the opportunity to develop our research further.Ms. Victoria Baltazar,Janie M Moore, Texas A&M University Dr. Janie McClurkin Moore is an Assistant Professor in the Biological and Agricultural Engineering Department at Texas A&M University in College Station. A native of Columbus, Ohio, she attended North Carolina A&T State University where she received a B.S. in Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Biological Engineering Department, completing her Ph.D. in 2015. Her primary research areas include 1) mycotoxin risk assessment and treatment in stored
- Conference Session
- Student Learning and Success
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Catelyn A. Evans, Texas A&M University; Ezekiel Joseph McReynolds, Texas A&M University ; Hamidreza Sharifan, Texas A & M University; Janie M. Moore, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Biological and Agricultural Engineering
University in College Station. A native of Columbus, Ohio, she attended North Carolina A&T State University where she received a B.S. in Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Biological Engineering Department, completing her Ph.D. in 2015. Her primary research areas include 1) mycotoxin risk assessment and treatment in stored grains and 2) innovate instructional strategies for Biological and Agricultural Engineering students. c American Society for Engineering Education, 2019 Connecting specific knowledge areas throughout core courses in Biological and Agricultural
- Conference Session
- Student Learning and Success
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- J. Martin Chernosky, Texas A&M University; Sunay Palsole, Texas A&M University; Valentini A. Pappa, Texas A&M University; Jeffrey D. Sammons, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Biological and Agricultural Engineering
(grades) indicate there was no significant correlation between satisfaction andgrades and in fact the overall satisfaction for the courses decreased, but the grade distributionskewed more positive in the treated courses.Introduction According to the American Society for Engineering Education, the cumulative medianpassing rate of engineering degrees was only 47% [1]. In 2018, thousands of students studiedengineering courses comprised of technical abstract concepts requiring tangible applications [2].Chen [3] found many students encountered a course which was poorly designed resulting infeelings of frustration, distress, and disinterest. Due to the poorly designed course, students wereforced to focus on technology and navigation skills