Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

the day. Education was not necessary to earn a living, it was merely a luxury for the elites and the rich. Education 2.0 originated from the need to read and write and was developed in the model of Industry 2.0, with emphasis on repeatability, uniformity, efficiency, and mass production. Industry needed lots of people to do same type of tasks and the education paradigm evolved to meet that need. Engineering education, which modeled the industrial set-up most closely followed a highly linear path with curriculum being divided into a set of courses with a distinct prerequisite structure where students would have to pass one class to move onto the next. This arrangement, mirrored the assembly line and turned out to be the most efficient

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

Tagged Divisions

Educational Research and Methods

writing, public speaking,communication, team work, and the other topics required by modern industries. Capstone designcourse or course sequences are offering a common way that the engineering programs meet thesecriteria, being key elements in engineering and engineering technology undergraduate programs.Students usually engage in these course subjects near the beginning of their senior year. Thesenior capstone design projects course has several objectives. One objective is to enable studentsto integrate theoretical and practical skills gained throughout their lecture and laboratory courses.Another objective requires that senior capstone design experiences build on knowledge gainedfrom earlier courses. The teamwork spirit and associated concepts

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Marie Fick, Methodist University; Denise H. Bauer, Methodist University

Tagged Divisions

Mathematics

differentiates the course from the traditionally taught MAT 1130Precalculus I course. The main differences include the added lab hour for the brief review of thefoundational and fundamental College Algebra concepts and the implementation of activities asboth group work and/or board work. These activities had students up, moving, conversing, andworking together to complete tasks within the classroom and lab. Figure 2 provides an exampleof the simple additional reading/writing questions attached to particular content quiz questions. Table 2: Pedagogical Differences of MAT 1130 Precalculus I and the newly created MAT 1125 Integrated Precalculus IMAT 1130: Precalculus MAT 1125: (NEW COURSE

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Serge Raymond Maalouf, University of Maine; Olivier Putzeys P.E., University of Maine

Tagged Divisions

Mechanics

new material. In the activity sessions, students work on hands-onexperiments, computer simulations, and/or problems with support from the instructor andteaching assistant. The new aspects of this statics course are: (1) the blended format; (2) thedevelopment of novel activities for the classroom and laboratory; (3) the use of a “lightboard”, inwhich the instructor writes on a glass board while facing the video camera, to record the mini-lecture videos; (4) the flexibility for the instructor to “flip” any desired percentage of thesemester’s lectures; (5) the collections of videos and activities are available for instructors acrossmultiple campuses. Direct assessments and student surveys indicate that the blended format wasgenerally effective

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Molly Roche, University of St. Thomas; Esmée Julia Verschoor, Playful Learning Lab; Hannah French; Alyssa Marie Eggersgluss, Playful Learning Lab; MiKyla Jean Harjamaki, Playful Learning Lab; Mary Fagot; Jeff Jalkio, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Collin John Goldbach, Playful Learning Lab; Deborah Besser P.E., University of St. Thomas; Abby Bensen, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

classrooms. By teaching both educators and students, theimpact of this program can reach a larger audience and potentially increase student interest inSTEM through these educators and peers if not the program itself. OK Go Sandbox also attemptsto increase student interest in STEM subjects, as well as provides resources for both educatorsand students, hoping that by supporting both, student learning will be as successful as possible.Survey LogisticsOK Go Sandbox has an email list of educators who have expressed interest in their content, andthis population of individuals was presented with a survey regarding their use and opinions ofOK Go Sandbox. 88 participants responded to this survey and the data collected indicates theeffectiveness of OK Go

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

of stipend provided,comparing research topics at the different institutions and by the dates that they receive theiroffers on.All REU sites provide students with hands-on research opportunities with faculty mentorship [1].Most sites offer a variety of research training programs and technical seminars (e.g., [2]) andtraining in technical writing (e.g., [5]). Sites are also required to offer training in research ethics[1]. Many sites also provide training about how to select and apply to graduate school (e.g., [5]),for students who choose to pursue further education. However, even with all of these programs(some of which may be offered outside of normal work hours), the bulk of student time at REUsites is spent on research activities.2.2

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Patrick Ferro P.E., Gonzaga University

Tagged Divisions

Biomedical Engineering

materials based solution or answer relatedquestions. Students then summarized their professional interactions and findings in memo stylereports addressed to their respective instructors.The second assignment addressed the learning objective that students "demonstrate anunderstanding of laboratory techniques used in biomaterials and biomechanical engineering".This assignment asked groups of students at institute B to execute an experimental protocolrelated to materials tensile testing and then write up their findings in the style of an academicjournal article. Students at university A received these written reports and were instructed to usethem to generate a step by step protocol that they could use to replicate the original results. Thesestudents

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Angrave, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Zhilin Zhang, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; David Mussulman, University of Illinois at Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana-Champaign; Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning; Hongye Liu, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Maryalice S. Wu; Rob Kooper, NCSA / University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

improve undergraduate education as an Education Innovation Fellow (EIF) in the Grainger College of Engineering.Dr. Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning c American Society for Engineering Education, 2020 Paper ID #29904 As Associate Director at the Center for Innovation in Teaching & Learning Robert helps guide the testing, evaluation, and use of campus emerging technologies in the classroom and online. He has extensive experience in technology-enhanced classrooms, online teaching environments, and web-based student writing and multimedia

Conference Session

Computing and Information Technology Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tamer Omar, California State Polytechnic University, Pomona; Abdelfattah Amamra, California State Polytechnic University, Pomona; Kristina Rigden, California State Polytechnic University, Pomona; Thomas Ketseoglou, California State Polytechnic University, Pomona

Tagged Divisions

Computing and Information Technology

approaches have been used to increase students’ interest in cybersecurity.The game-based learning approach proposed in [6] provides motivation to students’ willing tostudy the power grid through inclusion of the physics of power systems, cyber physicalvulnerabilities, energy markets, and control systems. The game provides the mechanism forunderstanding the impact from computer security, growth of customer base, power generationassets, energy markets, automation, and human operator decisions on the stability of a smallelectric grid.The study in [7] presents a peer-based learning approach with cybersecurity co-curriculumactivities conducted and assessed using a student survey. Results demonstrate the efficacy of theseactivities in increasing students

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryn Elizabeth Seabrook, University of Virginia; Kathryn A. Neeley, University of Virginia; Kari Zacharias, Concordia University; Brandiff Robert Caron, Concordia University

Tagged Divisions

Liberal Education/Engineering & Society

engineering schools or Canadian faculties ofengineering and tend to employ faculty with training in STS or related disciplines. They aremandated to teach STS concepts to undergraduate engineering students, often fulfilling specificaccreditation requirements. The embedded STS department model can thus be understood as aresponse to these requirements chosen by a small number of engineering programs from among avariety of other avenues of response. Perhaps the most common response chosen has been torequire engineering students to fulfill the non-technical accreditation requirements by enrollingin ethics courses or writing courses offered by departments outside of engineering. Anothercommon response has been to require that engineering professors include

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Nicole Warren, Kansas State University; Charles Carlson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

  5  FS  BME 674  Medical Imaging  3  S  CIS 200  Programming Fundamentals  4  FS  ECE 512  Linear Systems  3  FS  ECE 540  Applied Scientific Computing for Engineers  3  FS  ECE 772/3  Theory & Techniques of Bioinstrumentation Lecture/Lab  3  F     Sub‐Total Credit Hours 36       COMMUNICATION CORE  Credits  Semester  ENGL 100  Expository Writing 1

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannes Strobel, University of Missouri; Alexander Franz Koch, University of Teacher Education, Fribourg, Switzerland; Hao He, University of Missouri-Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

co-lead designer of Hands- on Standards STEM in ActionTM —a set of learning modules for preK-5th grades - in use in 35 countries and selected as finalist for two international awards. Dr. Strobel received the 2018 Science Educator of the Year Award from the Academy of Science - St. Louis and the 2018 STEM Excellence Award from the International Society for Technology in Education (ISTE), and served as an Invited Member on the National Academy of Engineering Committee for Implementing Engineering in K-12. Dr. Strobel founded the Journal of Pre-College Engineering Education Research (J-PEER), has served on the board of IEEE Transactions in Education, and currently serves as Associate Editor for the Australasian

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; David Zhao; Alexandra Kulich; Madeline Polmear, University of Florida; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Topics

2019 Best Zone & PIC Papers

professionalism, NA 16 NA / 50 Lg, MS Civ69 EE25 leadership / peer evaluated discussion of contemporary issue, case study, reflection journalID Institution Course, Student Topics / Pedagogy Pre Post Pre/post cc Rank, Majors% n n response rates, %Risk-Elect Public, Cost/Risk tech risk, safety, uncertainty, whistleblowing, NA 8 NA / 89 Lg, R1 elective, So

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel

Tagged Divisions

New Engineering Educators

requirements.• Tools • Work in pencil. • Write on 8.5 in.  11 in., gridded engineering paper. • Use a straight edge, compass, and/or protractor to draw diagrams. • Staple multi-page submissions together.• Presentation • Include no more than one problem per page. • Number pages per problem if more than one page is needed. • Each problem should have a neatly drawn figure(s). • Figures should be large enough to be easily read. • Variables should appear on figures. • Variables should be described using words and symbols. • Write legibly, in clear, easy-to-read print. • Completely erase any extraneous material. • No crossed-out material should appear on the solutions. • Leave blank lines

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Rachel Rosenbaum, Virginia Tech Department of Engineering Education

Tagged Divisions

Multidisciplinary Engineering

service and engineering. He has written texts in design, general engineering and digital electronics, including the text used by Project Lead the Way.Rachel Rosenbaum, Virginia Tech Department of Engineering Education Rachel Rosenbaum is a junior in Industrial and Systems Engineering with passions in project management and engineering education. She was in the Galipatia LLC freshman year, a CEED Peer Mentor sophomore year, and has recently started research with the ECLIPS team. c American Society for Engineering Education, 2020 First-year engineering program evaluation: Understanding senior students’ perceptions about their first-year experienceAbstractThis Complete Research paper

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

Tagged Topics

Diversity, NSF Grantees Poster Session

apparent from focus group data. First,holistic relationship-based learning was just as important to faculty as it was to students.However, faculty perspectives on student-faculty relationships were different than theperspectives of students, and limitations and qualifications to relationship-based learning werenoted. Faculty also noted the importance of peer relationships for STEM student success.Second, faculty were aware of and tried to accommodate and intentionally include students ofdiverse social identities, particularly low income and transfer students. Social identity was notnoted as a barrier to students’ success; rather as something to be taken into account in terms ofteaching and learning. Third, practical money-saving strategies were

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

desired performance level. At this point, students are self-regulated learners: they canset their own learning goals, determine how to best accomplish these goals, and monitor their progressin accomplishing them [1, Part II]. When self-regulated learners perceive deficits in their learning, they exhibit adaptive help-seeking:asking others for the resources necessary in order to learn independently [16], [17]. Students may engagein formal (approaching an instructor) or informal (approaching a peer or friend) help-seeking behavior.Students who use more metacognitive, cognitive, and resource management strategies are more likely toseek help when needed. Furthermore, students who exhibit high self-esteem appear more likely to seekhelp when needed

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

engineering educator might be expected to possess. This has profoundimplications for the design of future courses for beginning teachers of engineering and alliedsubjects.(b) Findings related to becoming a professional engineering educatorOne of us (John) was much affected by the fact that much of the discussion seemed to focus onthe personal problems of the teacher, in particular the teaching versus research conflict. Itseemed there were no lines of accountability and that everything was governed by a strongmotivation to write papers to be published in internationally peer reviewed journals. He alsonoted a similarity with the problems faced by the beginning schoolteacher and considered thatthe workshop should have begun with a discussion of

Conference Session

Making Professionals: Methods to Build Success Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

(modified from [7] Figure G-1; dashed linesand elements in blue added by the author)The only explicit mention of listening in the BOK3 is in the discussion of communication, whichhas both cognitive and affective outcomes: In creating designs that benefit all, the civil engineer must be able to listen and convey information appropriately to diverse audiences. …When civil engineers communicate, they integrate multiple forms of communication appropriate for the audience, such as listening, observing, speaking, writing, as well as nonverbal, visual, and graphical communication. [7, p. 44]Despite the lack of explicit discussion of listening with respect to other outcomes within theBOK3, these connections are present. The professional

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John K. Estell, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

also fostergreater buy-in from the faculty, the majority of whom in the department were hired after theprevious assessment plan was developed. However, while the engineering programs in thedepartment decided to write all of their performance indicators from scratch, the computerscience program took a different approach.There were two “Aha!” moments that critically shaped the development of the CS assessmentplan. As mentioned earlier, the first occurred when examining the list of 52 eKSOs and realizingthat they were performance indicators, some with a noticeable degree of alignment to indicatorstypically used in assessing ABET Student Outcomes. By choosing those eKSOs that exhibitedsuch alignment, the program could form the nucleus of an

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph F. Mirabelli, University of Illinois at Urbana-Champaign; Allyson Jo Barlow, University of Nevada, Reno; Evan Ko, University of Illinois at Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

EER, yet who are experts within their own engineeringdiscipline. Engineering faculty frequently have little experience conducting rigorous researchusing established social science theories and methods. RIEF mentors are experiencedengineering education researchers. Mentorship in the context of a RIEF grant is unique, as it isdifferent from graduate student training or peer mentorship between faculty in the samediscipline. Common conceptions of mentorship include a novice receiving guidance from anexpert, whereas RIEF PIs and co-PIs are both experts in their own domains. Mentoringrelationships between faculty are understudied, especially in the context of faculty with expertisein different disciplines that have unique training needs. Therefore

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea E. Surovek, South Dakota School of Mines and Technology; Andrea Lyn Liebl, University of South Dakota; Alyssa M. Kiesow, Northern State University; Mary Emery; Pam F. Rowland; Cynthia Anderson

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy

ameliorate stigma with taking maternity leave, the policy states that “Faculty membersshall not be disadvantaged for compensation, promotion, or advancement because they have beengranted a tenure review extension. However, should the faculty member choose to revert tohis/her original timeline, this would be allowed. For this, the employee must notify his/hersupervisor in writing by March 30 of the academic year prior to the original tenure year. “The Benefits and Challenges of a Statewide ApproachThe statewide approach has a number of advantages, most specifically ● Key players at the top can encourage cooperation across the institution ● System focus provides a system-level platform to bring up issues of equity and fairness ● Project data

Conference Session

Instrumentation Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tae-Hoon Kim, Purdue University Northwest; Ge Jin, Purdue University Northwest; Michael Tu, Purdue University Northwest; Tianyang Guan, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Instrumentation

National Center of Academic Excellence in Cyber Defense Education at Purdue University Northwest. Dr. Tu’s areas of expertise are information assurance, digital forensics, cybersecurity education, and cyber physics system security. His research has been supported by NSA and NSF and published over 40 peer reviewed papers in prestigious journals and peer reviewed conference proceedings. Dr. Tu has over 14 years of col- lege teaching and research experiences in cybersecurity and digital forensics. Dr. Tu is a CISSP, Certified Ethical Hacker (CEH), & AccessData Computer Examiner (ACE).Mr. Tianyang Guan, Purdue Northwest University c American Society for Engineering Education, 2020Credential

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Nyree Mason; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

Tagged Topics

NSF Grantees Poster Session

settings.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team.Prof. Yingtao Liu, University of Oklahoma Dr. Yingtao Liu is an assistant professor in the School of Aerospace and Mechanical Engineering at the

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

paper is to share attendee feedback from the first two years of implementation ofour future faculty development program. This includes those sessions attendees’ thought werethe most important, the usefulness of each session, and impact on future career options. Ourintention is that the feedback we report will assist others (including ourselves) in improving ordeveloping their own faculty development programming.MethodsFuture Faculty Development Program - RecruitmentOur program is advertised within our institution and across peer institutions. We also advertisedthrough word of mouth, departmental emails, and interactions through recruitment visits.Interested applicants are asked to apply via an online program application. Participants

Conference Session

Computers in Education Division Technical Session 3: Digital Learning Part I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Byul Hur, Texas A&M University; Ana Elisa P. Goulart, Texas A&M University; Logan Porter, Texas A&M University; Nripendra Sarker, Texas A&M University; Mike Willey, Texas A&M University

Tagged Divisions

Computers in Education

functions and programming practices in C that are commonly used in microcontrollerprogramming. The topics that are not relevant to the microcontrollers are avoided. Theprogramming environment is Keil MDK [4]. This Keil MDK supports multiple microcontrollerswith ARM cores inside. This tool allows students to use it for the development of an embeddedsystem with various other MCUsThis course begins with learning data types, syntax, and displaying output and reading input viaa console terminal. A laboratory template code is given to students to redirect printf and scanffunctions. This allows students to use the MSP432 Launchpad in learning C, as they figure outthe basic read and write functions via a console terminal. As students become comfortable

Conference Session

Materials Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Ryan Cowdrey; Weston Scott Sleeper; Colin Bray; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

Tagged Divisions

Materials

SleeperColin Bray Colin Bray is a mechanical engineering graduate student at the University of Oklahoma, with a research focus in additive manufacturing of continuous carbon fiber reinforced polymer composites. He received his bachelor’s degree in mechanical engineering from the University of Oklahoma in May 2019.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering

Conference Session

Chemical Engineering in the Sophomore Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matheus Oliveira Cassol, University of British Columbia, Vancouver; Jonathan Verrett P.Eng., University of British Columbia, Vancouver

Tagged Divisions

Chemical Engineering

the Department of Chemical and Biological Engineering at the Uni- versity of British Columbia in Vancouver, Canada. He teaches a variety of topics with a focus on design in chemical and biological engineering. His pedagogical interests include open education, peer-learning and leadership development. c American Society for Engineering Education, 2020 Evaluating a new second-year introduction to chemical engineering design course using concept mappingAbstractIn recent years engineering curricula have had a renewed focus on engineering design. At theUniversity of British Columbia undergraduate students have a general first year and then apply toengineering majors for their

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

their 2014 book, The Executive Guide to Innovation, research by IBM andMorgan Stanley [5], reports “…companies with high levels of innovation achieve the fastestgrowth of profits, and radical innovation generates 10X more shareholder value than incrementalchanges [p. 17].Cohort Group - Gen ZAt this writing, this is the newest and youngest generation on our collective radar screens. Thisnewest generation roughly spans the years 1997-2012.This generation has had a number of very good books written about them. Two in particular aresolidly based on extensive and exhaustive surveys. While there are many other literary works,the two referenced are Gen Z Goes to College [5] and iGen [6].The authors of Gen Z Goes to College did a cross-institutional

Conference Session

Student Learning Assessment Methods

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Jo Elliott, Pennsylvania State University, Erie; Faisal Aqlan, Pennsylvania State University, Erie; Richard Zhao, Pennsylvania State University, Erie; Morgan Scott Janney, Pennsylvania State University, Erie

Tagged Divisions

Manufacturing

interfaces.Dr. Faisal Aqlan, The Pennsylvania State University, The Behrend College Dr. Faisal Aqlan is an assistant professor of Industrial Engineering at The Pennsylvania State Univer- sity, The Behrend College. He received his PhD in Industrial and Systems Engineering form The State University of New York at Binghamton in 2013. He has industry experience with IBM Corporation and Innovation Associates Company. His research interests include manufacturing education, simulation and automation, process improvement, ergonomics, supply chain, and cyberlearning. He has published more than 115 peer-reviewed research articles in reputed conferences and journals and received multiple best paper awards. Aqlan also holds 7 U.S