Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah M. Grzybowski, Ohio State University; Xiaofeng Tang, Ohio State University; Eunjeong Park, Ohio State University; Alexia Leonard, Ohio State University; Jack DeLano, The Ohio State University; Kai Zhao, Florida State University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #30820Integration of Entrepreneurial Minded LearningDr. Deborah M. Grzybowski, The Ohio State University Dr. Deborah Grzybowski is a Professor of Practice in the Department of Engineering Education and the Department of Chemical and Biomolecular Engineering at The Ohio State University. She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Her research focuses on making engineering accessible to all students through the use of art-infused curriculum and integration of entrepreneurial minded learning (EML).Dr. Xiaofeng Tang, The Ohio State

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

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First-Year Programs

Paper ID #30932Engineering State of Mind Instrument: A tool for self-assessmentDr. Jamie R Gurganus, University of Maryland, Baltimore County Dr. Jamie Gurganus works in the Mechanical Engineering Department at UMBC, focusing in the field of Engineering Education. She serves as the Associate Director of Engineering Education Initiatives for the College of Engineering and IT at UMBC and recently as Co-Director of Advancing Engineering Ed- ucation Excellence (AEEE). Her research is focused on solving problems relating to educating engineers, teachers, and the community. She seeks to identify best practices and develop

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #28692Building Toys for Children by Applying Entrepreneurial-Minded Learningand Universal Design PrinciplesDr. Scott Streiner, Rowan University Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

Tagged Divisions

First-Year Programs

. In the mind of the actor—the structure of adolescents’achievement task values and expectancy-related beliefs. Personality and Social PsychologyBulletin 21 (3): 215–25.[33] Wigfield, A., and J.S. Eccles. 2000. Expectancy-value theory of achievement motivation.Contemporary Educational Psychology 25 (1): 68–81.[34] Watt, H.M.G., and J.S. Eccles, eds. 2008. Gender and occupational outcomes:Longitudinal assessments of individual, social, and cultural influences. Washington, DC:American Psychological Association.[35] Alias, M., and N. Hafir. 2009. The relationship between academic self-confidence andcognitive performance among engineering students. In Proceedings of the Research inEngineering Education Symposium (REES). Palm Cove, Australia.[36

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Andrew I. Neptune, Clemson University

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First-Year Programs

the General Engineering Learning Community at Clemson University,with the ultimate goal of increasing the retention of engineering students entering the universitywith underprepared calculus skills [1], [2]. Two secondary goals of the program that feed into thefirst include providing academic support through on-campus resources and constructing acommunity of learners. The learning strategies course promotes program goals by equippingstudents with effective personal and professional skills related to self-regulatory behaviors,learning strategies, and habits of mind, while simultaneously building their awareness ofavailable academic resources.Peer sharing presentations, the instructional practice that is the focus on this paper, allowstudents

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Paper ID #28951Self-Efficacy Development in Students in a Declared EngineeringMatriculation StructureDr. Racheida S Lewis, University of Georgia Racheida S. Lewis, Ph.D. is an Assistant Professor at the University of Georgia in the Engineering Educa- tion Transformations Institute (EETI) and the Department of Electrical and Computer Engineering. She has been recognized as a Gates Millennium Scholar, GEM Associate Fellow, New Horizon Scholar, and a 2019 inductee into the Bouchet Honor Society. She completed her doctoral work at Virginia Tech where she focused on the impact matriculation structures have on self-efficacy

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

Tagged Divisions

First-Year Programs

Paper ID #28413Work in Progress: Inquiry-Based Lessons for Introduction to EngineeringInstructionDr. Michelle M Blum, Syracuse University Dr. Blum is interested in research in improving undergraduate engineering education; including develop- ment of inquiry based activities for first year engineering courses, improvement of student design projects, hands-on activities, professional skills development and inclusion and outreach activities. Dr. Blum also specializes in high performance materials development and characterization for tribological (friction and wear), structural, and biomedical applications

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #28631Work-In-Progress: Engineering Self-Efficacy in First-Year DesignMegan Gray, Duke University Megan Gray is a Research Analyst in Evaluation and Engagement at Duke University’s Social Science Research Institute (SSRI). She serves as a project manager and researcher for both qualitative and quanti- tative evaluation and research efforts, in partnership with community-based programs as well as campus- based initiatives. Megan came to Duke from the nonprofit field, where she evaluated and monitored implementation of county-wide early childhood programs. Her prior experience includes school-based social work

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Smith, University of Notre Dame; Elizabeth Kerr, University of Notre Dame

Tagged Divisions

First-Year Programs

indicated a similar desire to impact society, but also a realization that anyengineering degree could be used to serve society. The most common reported reasons forstudents to change majors was an experience during their first year of engineering study(commonly major exploration opportunities provided through the FYE courses) that inspiredthem and/or interest in job opportunities within their selected field. It was unclear if majorcertainty was impacted by specific events, as there was no clear delineation between majorcertainty, student classifications, and specific events.The results of the surveys provided to participants in the mentored FYE design projects indicatedthat the projects were not instrumental in changing students’ minds about their

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

scores of five had statistically lower first semester GPAs than students withscores of 4. Negative openness scores of 3 or higher for these students were statistically relatedto higher first semester GPAs than scores of 2. Only negative mindfulness score was found to bestatistically significant for Algebra II students’ enrollment in Spring 2020, with studentsreporting mid-range scores (3), being less likely to be enrolled than students at either extreme.Students in Algebra II are under-prepared for a course of study in engineering, so the statisticalsignificance of a mindfulness factor is consistent with previous work [10,11]. This was the onlytime that negative mindfulness score was found to be statistically significant.ConclusionsIn addition

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily J. Schiavone, Viterbo University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #30736Work in Progress: Spatial Visualization Intervention in First SemesterEngineering CourseDr. Emily J. Schiavone, Viterbo University Dr. Emily Schiavone is currently an assistant professor of physics and engineering at Viterbo Univer- sity. She received her PhD in Materials Science and Engineering at the University of Illinois at Urbana- Champaign. She also holds a bachelor’s degree in mathematics and physics from Carthage College. American c Society for Engineering Education, 2020Work in Progress: Spatial Visualization Intervention in First

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

.” things Hands on Take things apart, build things “I also got involved with the robotics team and had always had a knack for using tools and building things.” Things work How/why things work “By going into engineering, we must be curious about how things work.” Negative Curiosity as a distraction, lacking “I think my curiosity and constant Curiosity in certain contexts wondering, causes my mind to wander a lot when I am in class.” Future

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

experience in utility-scale wind power development. His educational research c American Society for Engineering Education, 2020 Paper ID #30124 interests include student creativity and mindfulness, as well as the built environment as an educational tool for engineering, biology, and ecology. He is also interested in animal interactions with buildings, particularly overwintering stink bugs.Matthew B James P.E., Virginia Tech Matthew James is an Assistant Professor of Practice in Engineering Education at Virginia Tech, and is a registered Professional Engineer in the State of Virginia. He holds bachelors

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

by having the students answer the survey items with onecourse in mind, which could be the least active part of the program’s overall curricula. Thesefindings may not be generalizable to other engineering programs, since our sample was rathersmall (n=49).Recommended action steps for other programs1. For a successful implementation of active learning, the instructor should clearly explain (or have the students create) the learning goals and outcomes for students in the course.2. Instructors should take steps to build a positive learning community and mentor students in person when class sizes allow. This reduces resistance and fear when students are in an unfamiliar learning environment.3. Grading plays an essential role in students

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

Tagged Divisions

First-Year Programs

necessitates students to do meaningful learning activities in conjunction with thinkingabout what they are doing and why.Literature suggest a main reason that students leave engineering is the lack of engineering relatedexperiences in the first year. Accordingly, ENGR 111 was developed with this in mind; creatingcurricular experiences that tie directly into the engineering experience. Inclusion of active learningpedagogy in ENGR 111 further enhances these efforts.ENGR 111 employs various forms of active learning, implementing no less than five differenttypes of recognized active learning within the course structure, including collaborative,cooperative, problem-based, project-based, and discovery-based learning. Collaborative learningis present

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to remain anengineering student next semester?, How likely are you to complete your engineering degree?,and Explain your answers for the two previous questions. The averages calculated from the 5-point Likert-scale questions did not reveal any trends nor statistical significance, with all groupmeans in the narrow range of 4.04-4.64. The students who increased their response between thepre and post surveys often cited reasons related to enjoyment: “I am truly enjoying and interestedin engineering” and “I enjoyed this course and learned a lot through it.” Students who loweredtheir response between the pre and post survey often cited challenges with math or other courses:“My mind isn't mathematically inclined” and “My classes right now are very

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

Tagged Divisions

First-Year Programs

Paper ID #28737Integrated Closed-Loop Learning Analytics Scheme in a First-YearEngineering CourseDr. Andrew Charles Bartolini, University of Notre Dame Visiting Assistant Professor, University of Notre DameMr. Carson Lee Running, University of Notre Dame Carson Running is a Graduate Research Assistant studying under the direction of Dr. Thomas Juliano. He received his B.S. and M.S. in Aerospace Engineering in 2015 and 2019, respectively. His scholarship is focused on hypersonic aerodynamics and aerothermodynamics with complementary interests in novel experimental surface-measurement techniques and facility design

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

Tagged Topics

Diversity

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First-Year Programs

the literature and be critical of the methodology and findings.The instruction was devised with the purpose of a critical lens in mind and gave students theopportunity to explore the information available and the assignment asked the students to thinkcritically about their chosen field of research.Literature:IL is a critically overlooked by many students and instructors alike. In the field of engineering,this endeavor takes on a whole new ripple; how do you show students that a degree that can seemlargely transactional in the first year, needs to be paired with deep synthesis and informationseeking? Perceptions of students, as well as faculty must be adjusted to understand theimportance of IL and ensure that it is not left to the English

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

, “Mindfulness, anxiety, and high- stakes mathematics performance in the laboratory and classroom,” Conscious. Cogn., vol. 37, pp. 123–132, 2015.[23] R. Senkpeil, Understanding and Improving the Non-cognitive Factors that Affect First- year Engineering Performance. Dissertation, Purdue University, 2018.[24] N. B. Honken and P. Ralston, “Freshman engineering retention: A holistic look,” J. STEM Educ. Innov. Res., vol. 14, no. 2, 2013.[25] C. P. Veenstra, E. L. Dey, and G. D. Herrin, “A model for freshman engineering retention,” Adv. Eng. Educ., 2009.[26] J. Bean and S. B. Eaton, “The Psychology Underlying Successful Retention Practices,” J. Coll. Student Retent. Res. Theory Pract., vol. 3, no. 1, pp. 73–89

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

:“I chose the route of meeting with an academic advisor because I don’t feel like I know exactlywhat I would want to do quite yet. I have a general idea that I want to do entrepreneurship orfinance, but I don’t have a specific path in mind.”However, students who chose connecting with a student organization had a clearer idea about themajor/career they wanted to pursue and expressed a desire to explore those interests, whilegaining relevant experience for their future careers. One student said:“I chose this activity because I am interested in mechanical engineering and I wanted to join aproject team that would meet this interest.”Regardless of the chosen activity, many students indicated an interest in making connectionswith mentors and peers

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #31125Continuing to Promote Metacognitive Awareness in a First-Year LearningStrategies CourseDr. Elizabeth Anne Stephan, Clemson University Dr. Elizabeth Stephan is the Director of Academics for the General Engineering Program at Clemson University. She holds a B.S. and a Ph.D. in Chemical Engineering from the University of Akron. Since 2002, she has taught, developed, and and now coordinates the first-year curriculum. As the lead author of the ”Thinking Like an Engineer” textbook, currently in its 4th edition, she has been the primary author team–member in charge of the development of the MyEngineeringLab

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

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Diversity

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First-Year Programs

Paper ID #30145Work in Progress: Development of a General Education First-Year DesignCourseDr. Courtney Hollar, Boise State University Dr. Courtney Hollar is a lecturer in the Department of Mechanical Engineering within the College of Engineering at Boise State University. Hollar earned a B.S. and M.S. in Mechanical Engineering from Boise State University and a Ph.D. in Mechanical Engineering from the University of Idaho. She is passionate about methods to attract and retain women and underrepresented minorities in STEM fields.Dr. Sondra M Miller, Boise State University Dr. Sondra M. Miller is an associate professor in the

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

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First-Year Programs

environment; however, students vary in their approaches and ability to acquiremetacognition [2],[5]. It is well established in the literature that metacognitive awareness ispositively correlated to favorable course outcomes [6]-[9]. Further, introducing students tometacognition and related concepts has also been shown to lead to improved learning outcomes[10]-[15]. Importantly, benefits have been observed with minimal interventions consisting ofsimply introducing concepts of metacognition to students [16].With the above in mind, a series of online resources was developed and deployed within a corefirst-year engineering course at the University of British Columbia, a large Canadian research-intensive university. The intent was to aid students in their

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

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Diversity

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First-Year Programs

Paper ID #31296Non-engineering Students: Year 2Dr. Kamau Wright, University of Hartford Kamau Wright is an assistant professor of mechanical engineering at the University of Hartford. He spe- cializes in thermo-fluids and plasma engineering. His technical research interests include applications of high voltage plasma discharges to liquids and wastewaters; plasma decomposition of carbon dioxide; foul- ing prevention and mitigation for heat exchangers; oxidation of organic matter in water; and inactivation of bacteria using high voltage plasmas. c American Society for Engineering Education, 2020

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua L. Hertz, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; John Sangster P.E., Northeastern University

Tagged Divisions

First-Year Programs

%; data included in this study had a minimum of 55% and a maximum of 100%.For this study, we were interested in investigating the perception that an instructorteaching several sections of the same course in a given semester gets better as they presentthe material from one section to the next. With this in mind, we requested first-yearengineering faculty who teach several sections of the same course each semester to providespecific data from their TRACE evaluations. All classes considered in this study were first-year engineering courses with the same content. Both Full and Split Cornerstone sectionswere included in the data. Honors sections were removed and their data was not includedin this study because grades and other data were significant

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

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Diversity

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First-Year Programs

Paper ID #29485Work in Progress: The RISE Seminar and the Influence it has onUnderrepresented Students in STEMDr. Ellise M. LaMotte, Tufts University Ellise LaMotte is the Director of the Center for STEM Diversity at Tufts University. She received her Ph.D. in Education from the University of Massachusetts Boston and focuses her research on underrepre- sented populations in STEM disciplines in institutions of higher learning. American c Society for Engineering Education, 2020 Work in Progress: The RISE Seminar and the Influence it has on Underrepresented

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs

Paper ID #31299You had me at ”undergraduate research”: how one institution achievedincredible results in the first year of a formal program to placefreshmen (and sophomores) in research labs, while helping students chipaway at the cost of collegeSusan Elaine Benzel, Colorado State University Susan E. Benzel, PMP Scott Scholars Program Coordinator Walter Scott, Jr. College of Engineering Colorado State University Susan earned her Bachelor of Science in Electrical Engineering from Colorado State University, and after a 30-year career in high-tech working for Hewlett Packard (HP)/Hewlett Packard Enterprise (HPE), she

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

Paper ID #28368Misunderstandings, mistakes, and dishonesty: A post-hoc analysis of alarge-scale plagiarism case in a first-year computer programming courseDr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Assistant Teaching Professor in Undergraduate Education at Rutgers School of En- gineering. Philip recently received his PhD from the Department of Engineering Education at Virgnia Tech. His research interests include the use of motivation, cognition and learning theories in engineering education research and practice, and better understanding student perspectives in engineering programs.Dr

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

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Diversity

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First-Year Programs

Paper ID #30656An Investigation Into How Students Spend Their Time During Study BreaksMr. Christopher Rennick, University of Waterloo Mr. Christopher Rennick received his B.A.Sc., Honours Electrical Engineering in 2007 and his M.A.Sc. in Electrical Engineering in 2009, both from the University of Windsor, in Windsor, Ontario, Canada. Chris is currently a PhD student in Management Sciences at the University of Waterloo. Since 2010, he has been employed with the University of Waterloo, in Waterloo, Ontario, Canada as teaching staff.Dr. Carol Hulls P.Eng., University of Waterloo Dr. Carol Hulls, P.Eng. is a Continuing