Conference Session

How We Teach Problem Solving?

Collection

2004 Annual Conference

Authors

Mark Urban-Lurain; Taner Eskil; Marilyn Amey; Timothy Hinds; Jon Sticklen

Engineering. He teachesundergraduate courses in machine design and statics as well as advises senior engineering student teams working onindustrially sponsored capstone design projects. He also teaches a senior-level undergraduate international designproject course and has taught graduate-level courses in innovation and technology management.Mark Urban-Lurain is Director of Instructional Technology Research and Development in the Division of Scienceand Mathematics Education at Michigan State University. He is responsible for providing vision, direction, planningand implementation for using technology mathematics and science education and developed several introductorycomputer science courses for non-computer science students serving 2000 students per

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura Albrant, Michigan Technological University; Mary Benjamin, Michigan Technological University; Daniel Masker, Michigan Technological University; Pradnya Pendse; Joseph Roy Teahen, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

programming education context, where ‘antipatterns’—recurring coding mistakes that arecounterproductive to good software design—are identified, named, and categorized. This not onlyfacilitates a shared vocabulary between instructors and students but also allows for the developmentof critiquing systems that can provide specific, actionable feedback on these antipatterns.The project builds upon the insights from pedagogical research that highlights the critical role ofimmediate feedback in the learning process. Studies by Shute (2008) and Narciss (2008) under-score the value of formative feedback in fostering deep learning and mastery of complex skills,such as programming. This body of work advocates for educational interventions that are respon-sive

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

a B.A. in Engineering Sciences at Wartburg College (Waverly, IA).Dr. Aileen Huang-Saad, University of Michigan Aileen is faculty in Engineering Education and Biomedical Engineering. Previously, Aileen was the Associate Director for Academics in the Center for Entrepreneurship and was responsible for building the Program in Entrepreneurship for UM undergraduates, co-developing the masters level entrepreneur- ship program, and launching the biomedical engineering graduate design program. Aileen has received a number of awards for her teaching, including the Thomas M. Sawyer, Jr. Teaching Award, the UM ASEE Outstanding Professor Award and the Teaching with Sakai Innovation Award. Prior to joining the University

Conference Session

Technical Session 9 - Paper 2: Course Interventions to Promote Diversity, Equity, and Inclusion in Engineering Curricula

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Richard Blackmon, Elon University; Sirena C. Hargrove-Leak, Elon University

Tagged Topics

CoNECD Paper Sessions, Diversity

the faculty prioritized ensuring that our students have “anability to…create a collaborative and inclusive environment” upon graduation. Our approach tointroducing DEI pedagogy was to focus on a first-year course, Grand Challenges in Engineering(GCE), and a second-year course, Engineering Mechanics: Statics (Statics). GCE is the firstfoundational design course in the program, where ABET Student Outcomes (SOs) 2-6 areintroduced. This was a natural fit for introducing DEI concepts, since they tie well with SOs 3(effective communication) and 5 (function effectively on a team). While Statics is a less obviouschoice to integrate DEI instruction, it was an opportunity to explore innovative ways toemphasize the importance of DEI in engineering in a

Conference Session

Rethinking Traditional Pedagogical Strategies

Collection

2010 Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Donnelly, Three Rivers Community College; Fenna Hanes, New England Board of Higher Education

Tagged Divisions

Two Year College Division

jaundice?" ≠ Watt's my light? - The package on an energy-saving light bulb says the 26 watt fluorescent has the same light output as a 100 watt incandescent. Can Cal Poly Pomona students verify this statement? ≠ Of mice and Penn - UPenn McKay Orthopaedic Research Lab graduate students study the healing of tendon injuries using mouse tendons. Can optics provide a non-contact method for measuring mouse tendon properties? ≠ Hiking 911 - Two boys are lost in deep woods in rough terrain. Penn State Electro Optics Center (EOC) needs to recommend the best technology to locate them. ≠ Blinded by the Light – A man is arrested for blinding a pilot with a laser pointer. Is he innocent or guilty? Make your

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

Tagged Topics

NSF Grantees Poster Session

research project. We aim forparticipation in E125 to become a “low-cost” doorway into ethics research opportunities forstudents who might not otherwise consider making space for ethics in their busy schedules.Graduate students are also participating in curriculum evaluation and design. During the spring2013 semester a graduate student instructor is working alongside the E125 instructor to evaluatehow activities could best be scaled up for delivery to a larger number of students. Page 23.881.8ConclusionsEmotions are beginning to establish a presence in the engineering ethics literature, but the role ofemotion in ethical reasoning and decision-making

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

retain engineering students the study points out thatstudent needs are not met by this shift. In fact, many researchers have investigated laboratory-based learning as a tool to mitigate retention and attrition issues [12-17]. Particularly, Lin et al.shows a link between a student’s ability to learn concepts of engineering and a student’spreference for a classroom and laboratory learning environment that is student‐centered, peer‐interactive, and teacher‐facilitated that provides a learning environment that encourages thestudent to develop concepts of engineering through hands on practical application [12].Early engagement to the engineering curriculum through experienced-based or lab-based courseshave also been studied by many researchers

Conference Session

Pedagogical Advancements in Engineering Management

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

ownership of their own learning. The discovery approach used by the author tries to buildon these principles to establish an innovative instructional design by marrying content withpresentation style in theory as well as in practice. Utilizing real-world problems as a stimulus forstudent learning is not at all new and has been in practice for a very long time. Educators haveunderstood that scholars have defined problem-based learning as minds-on, hands-on, focused,experiential learning. Instructors have also been encouraged to act as cognitive coaches who cannurture an environment that can support open inquiry. The author was inspired by the uniqueideas presented by these scholars and researchers. He has tried to build on such intelligent ideasto

Conference Session

CE Poster Session in Exhibit Hall

Collection

2007 Annual Conference & Exposition

Authors

Clara Fang; David Pines, University of Hartford

Tagged Divisions

Civil Engineering

elective for both seniors and graduate students. The curricula of these coursesdevote a considerable amount of time to students, developing an understanding of fundamentalsin highway design, traffic flow theory and traffic control. Thus, in my recent developedtransportation engineering course, computer micro-simulation tools are applied to provide ainteractive learning environment and engage students’ motivation in experiments and knowledgeconstruction. The course, covering an entire semester, is divided into two stages. The first half ofthe semester is to create a simulation learning environment for students to learn traffic modeltheory and control methods, while during the second stage, the students work on a real-lifeproject using traffic

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

effectiveengineering education research and practice. However, taken as a whole, the twelveCDIO standards provide a comprehensive approach to the reform and improvement ofengineering programs. Other ASEE papers have addressed specific standards, citingrelated research, and giving examples of best practice. (See the attached Bibliography forexamples.)The twelve CDIO standards address program philosophy (Standard 1), curriculumdevelopment (Standards 2, 3 and 4), design-build experiences and workspaces (Standards5 and 6), new methods of teaching and learning (Standards 7 and 8), faculty development(Standards 9 and 10), and assessment and evaluation (Standards 11 and 12). For eachstandard, the description explains the meaning of the standard; and the

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

John V. Tocco, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

before the meeting… • …give the mentors a better concept as to what the capstone is about… • …help the mentors understand the goals of the course and the differences between academic and practical designs ahead of time…When compared with the RCM results, the Subdiscipline Mentor session was not as positivelyreceived. 67% of the students agreed that the Subdiscipline Mentor assisted the team withunderstanding project requirements (Figure 9), with a slightly larger number of respondents—71%—agreeing that the mentor provided guidance for their research process (Figure 10). For thelast question, 71% of students indicated that they wanted to meet with their Subdiscipline Mentor

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

University of Colorado Boulder. Her research focuses on bridging technical and nontechnical competencies to support the professional preparation and ethical responsibility of engineering students.Dr. Daniel Knight, University of Colorado Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CU’s Department of Mechanical Engineering at the College of Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State University, an M.S. degree in industrial/organizational psychology and a Ph.D. degree in education, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of K-12, program evaluation and teamwork practices in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Ashley Shew; Marie Paretti, Virginia Polytechnic Institute and State University; Denise Simmons, University of Florida; Lisa McNair, Virginia Polytechnic Institute and State University

inducted into the Thomas Green Clemson Academy and received Clemson University’s Glenn Department of Civil Engineering Distinguished Alumni Award.Lisa McNair Lisa DuPree McNair is a Professor of Engineering Education at Virginia Tech and Director of the Center for Educational Networks and Impacts (CENI) at ICAT. Her work focuses on building networks between the university and multiple community sectors and supporting evidence-based outreach in science, engineering, arts, and design. She translated a decade of interdisciplinary initiatives into VT’s Innovations Pathway Minor, and has directed 11 PhD dissertations, servedon 17 PhD committees, and funded and mentored 6 post-graduate scholars (5 PhD, 1 MFA). Her funded NSF

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

recognition of the importance of diversity and inclusion in engineering education hasgrown in recent years [1], little is known about the best practices for supporting neurodiversestudents [2-3]. It has been suggested that neurodiverse students benefit from course assessmentsthat allow for a more flexible mode of expressing knowledge [3]. However, evidence forimproved learning outcomes on different types of course assessments is largely anecdotal.Characteristics associated with different forms of neurodiversity, such as attention deficithyperactivity disorder (ADHD), autism spectrum, depression, and anxiety, are suggested to benormally distributed in the population [2]. Indeed, research suggests that these conditions arebest conceptualized as

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

performance,” Journal of VocationalBehavior, 45 (1994), 79-122.12. Lent, R.W., “Toward a unifying theoretical and practical perspective on well-beingand psychosocial adjustment,” Journal of Counseling Psychology, 51 (2004), 482–509.13. Lent, R.W. and Brown, S.D., “Social Cognitive Career Theory and Subjective Well-Being in the Context of Work,” Journal of Career Assessment 16 (1) (2008), 6-21.14. Bakken, L.L, Byars-Winston, A. and Wang, M-F., Viewing clinical research careerdevelopment through the lens of social cognitive career theory, Advances in HealthSciences Education: Theory and Practice 11(1) (2006), 91-110.15. ADVANCE Resource Center, Faculty Mentoring Handbook: A Tool for EnsuringFaculty Success, HYPERLINK"http://www.rui.edu/advance/files

Conference Session

Cultural Issues in Engineering: International Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Andres Brake, Lamar University; Oleksandra Sehin, Texas State University; John Wade Partain, Universidad Politecnica de Guanajuato; Damian Valles, Texas State University; Alberto Marquez P.E., Lamar University; Jesus Alejandro Jimenez, Texas State University; George Saltsman, Lamar University; Rosario Davis, Texas State University

Tagged Topics

Diversity

Tagged Divisions

International

- zona State University. His research interests are in the modeling and analysis of manufacturing systems; computer simulation; statistical design of experiments; and sustainable production systems. His profes- sional mission is to inspire others to improve systems through simulation modeling and analysis, applied operations research, and applied statistics.Dr. George Saltsman, Lamar University Dr. George Saltsman is Research Associate Professor in the Center for Doctoral Studies in Educational Leadership and currently serves as the Director of Center for Educational Innovation and Digital Learning at Lamar University. Dr. Saltsman assists UNESCO as a mobile learning policy advisor and co-chair of the Information

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh; David Sanchez, University of Pittsburgh

Engineering department and the Associate Director for the Mascaro Center for Sustainable Innovation at the University of Pittsburgh. He serves as the Program Director for the Master’s in Sustainable Engineering, the Undergraduate Certificate in Sustainability, the John C. Mascaro Faculty Fellows, and the Sustainability Global Engagement grant. He is the faculty lead for the University Honors College Food Ecosystem Scholar Community. His research lab, Sustainable Design Labs, focuses on fusing analytical chemistry, sustainability design principles and data analytics to address Water and Sustainability grand challenges. Current thrusts focus on Smarter Riversheds, Microbial Fuel cells and advanced oxidation and separation

Conference Session

New Developments in Teaching Electromagnetics and Related Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Madeleine Andrawis, South Dakota State University

Tagged Divisions

Electrical and Computer

students graduating from SDSU are required to take the FE examin their senior year as part of their graduation requirements. In addition, tips from personalexperience and best practices on implementing AL in teaching Electromagnetics are alsopresented.Definition of Active LearningAL is generally defined as the use of “instructional activities involving students in doing thingsand thinking about what they are doing” 2. The focus of AL is on student learning rather thanfaculty teaching 3. The responsibility for learning is the student’s who actively engages with thecontent and is cognitively active in the learning process. AL is an approach to teaching andlearning which enlists strategies including but not limited to: reading, writing, discussing

Collection

2024 South East Section Meeting

Authors

Sultan Al Shafian, Kennesaw State University; Da Hu, Kennesaw State University; Yi Li, Kennesaw State University; Sanjeev Adhikari, Kennesaw State University

construction sites. Virtual reality isemerging as an exceptional training tool to equip these budding engineers with the necessaryexpertise, offering a dynamic and immersive environment to hone their hazard identification andincident reporting skills.The research paper presents a comprehensive Virtual Reality (VR) model designed to assistundergraduate and graduate students, especially in the field of civil engineering in understandingcritical hazardous conditions that can occur on-site. The research employs a simulatedenvironment to expose students to potential on-site hazards, increasing their comprehension ofthe complexities and risks involved. Additionally, the research explores the potential of usingUnity 3D as a powerful platform for virtual

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Douglass Klein, Union College; Robert Balmer, Union College

Tagged Divisions

Technological Literacy Constituent Committee

they design and develop products, systems, and environments to solve practical problems. Close reading of TfAAP suggests that, while the authors may have had primarily in mindteaching technology to the technically illiterate, the goal cuts both ways. The goal includes theability to “manage, assess, and understand technology.” Thus it is not enough to know how itworks or how to build it, the technologically literate citizen must be able to manage and assesstechnology. Thus, TfAAP places burdens on all sectors of education – both liberal arts andengineering – to create more well-rounded graduates. The national efforts of TfAAP are directed at K-12, but shouldn’t there also be a similareffort in higher education? Sadly, in the

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Schulte Grahame, Northeastern University; Christos Zahopoulos, Northeastern University; Rajini Jesudason, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

x x Real-life monitoring project x x Scholarship Prizes for best designs x x Scholarship Incentive for earning A/B x x Paid working hours for project work time x Field Trips to Clean Energy Centers x Description of Methodological ApproachAcross all three cohorts, data were collected using a mixed-methods approach. The externalevaluator and the faculty coordinated with the Institutional Review Board (IRB) prior tocollecting data. This research paper is based on secondary analysis of data collected for

Collection

2001 Annual Conference

Authors

Vijay Arora; Lorenzo Faraone

that theeducation of the future must be relevant, attractive, and connected to the needs of society atlarge. Considering this paradigm, the U. S. Accreditation Board for Engineering and Technology(ABET) in its well-researched ABET Engineering Criteria 20005 (EC2000) proposed that thespirit of technopreneurship be integrated within the curriculum of all programs. It forcesuniversities to develop a process of assessing learning outcomes of programs that are consistentwith the original mission of the institution. The Criteria can be easily adapted to embrace alldisciplines. The desired attributes or outcomes for graduates of a baccalaureate program includean ability to:✔ apply knowledge of mathematics, science, and engineering.✔ design and

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

State’s FYS program in its COE, the importance of having a robust first-year engagement program for engineering students, the diffuse and loosely coupled nature of thepresent program, and the changes being seen in students coming out of the COVID-19 pandemic[19], [20], it was felt the time was right to evaluate the state of Penn State’s engineering FYSprogram.MethodsThis work was an exploratory evaluation to understand the current practices across the overallPenn State COE FYS program. This study utilizes a multi-stage mixed methods research design,combining elements of both exploratory and explanatory mixed methods research designtypologies [21]. As this study was a program evaluation, it was exempt from InstitutionalResearch Board (IRB

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

fictionnovels as sources for brief design projects [69]. Others have argued strongly for the need tobetter align writing tasks with industry practice [1], where engineers are viewed as writers [70].MethodsStudy design and research purposeWe sought to develop an innovative and collaborative cross-campus approach to supporting thedevelopment of technical writing, and desired to understand the impacts of our approach. Wewere guided by the tenets of design-based research, the hallmark research method of the learningsciences [71-73]. In this approach, researchers develop and test their theories about how tosupport learning by designing learning experiences and implementing them under normalclassroom conditions. In this study, we report on the first

Conference Session

Global Engineering in an Interconnected World

Collection

2004 Annual Conference

Authors

Bethany Oberst; Russel Jones

across-section of information sources for the reader interested in pursuing the topics further, butmay also be read without attention to the footnotes.IntroductionA few years ago when concerns were being raised about the impact of the global marketplace onthe employment of US engineers, the authors drafted a paper entitled “Are current engineeringgraduates being treated as commodities by employers?” 1 We questioned whether engineering inthe United States was still an attractive profession offering productive and satisfying careers andlifestyles. One of the important problems we noted was the churning in engineeringemployment, with more experienced engineers living under the constant threat of being replacedby younger, more recent graduates, and

Collection

2004 ASEE Midwest Section Conference

Authors

Julia Morse; Jung Oh

American Society for Engineering Education Midwest Section ConferenceThe literature also makes it clear that students are not in a position to evaluate certain elementsof faculty teaching performance. These general areas have been determined to include: Course design: its goals, content, and organization Methods and materials used in delivery Evaluation of student work (including grading practices)12Hoyt and Pallett note that these categories include such aspects as the comprehensiveness orrealism of course objectives, the degree to which course material presents a representative orbiased view of the subject matter, the degree to which readings or other assignments are balancedand appropriate, currency of the content, and the

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

-12 science, technology, engineering and mathematics (STEM) education, particularly as it relates to increasing interest and participation by females. Dr. Klein-Gardner serves as the director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, TN. Here she leads professional development opportunities in science, technology, engineering, and math- ematics (STEM) for K-12 teachers and works to Identify and disseminate best practices from successful K12, university and corporate STEM programs for females. This Center also leads a program for rising 9th and 10th grade girls that integrates community service and engineering design in a global context. Dr. Klein-Gardner continues to serve

Conference Session

ELOS Technical Session 5 - Remote, Virtual, and Digital Realities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Isaac Damilare Dunmoye, University of Georgia; Cheryl T. Gomillion, University of Georgia; Dominik May, University of Wuppertal; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

tissue engineering and regenerative medicine. Specifically, the work of her research group focuses on three general areas: (1) design and evaluation of biomaterials for therapeutic purposes; (2) application of materials for engineering tissue systems; and (3) advanced engineering strategies for developing in vitro models and culture systems. Dr. Gomillion is committed to the integration of her biomedical interests with education research endeavors, with a specific focus on evaluating classroom innovations for improving biomedical engineering student learning and exploring factors that facilitate success for diverse graduate students.Dr. Dominik May, University of WuppertalDr. Nathaniel Hunsu, University of Georgia

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mudasser Fraz Wyne, National University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

to my association with ABET, USA. Iserved as an advisor to the Managing Director of, the International Center for Quality Assuranceand Academic Accreditation (ICQAAA), Saudi Arabia. I was able to make recommendations toICQAAA regarding changes to the standards, policies, and procedures after reviewing severaldocuments related to their existing standards for Quality Assurance and Accreditation. I have also been able to advance my scholarship activities by collaborating with colleagues atthe host institution. The research was carried out in the broader area of mobile technology. Sinceadvances in mobile technology have a positive impact on the fast, real-time availability and storageof data and media. The research examined the changes in the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

Tagged Topics

NSF Grantees Poster Session

9[4] American Society for Engineering Education. Creating a Culture for Scholarly andSystematic Innovation in Engineering Education. (2009). See http://www.asee.org/about-us/the-organization/advisory-committees/CCSSIE/CCSSIEE_Phase1Report_June2009.pdf[5] George Kuh, (2008) “High-Impact Educational Practices – what they are, who has access tothem, and why they matter.” Seehttp://www.neasc.org/downloads/aacu_high_impact_2008_final.pdf[6] David L. Kirp, (2014). “How to Help College Students Graduate,” The New York Times-Opinion Pages. See. http://www.nytimes.com/2014/01/09/opinion/how-to-help-college-studentsgraduate.html?action=click&contentCollection=Arts&module=MostEmailed&version=Full&regi[7] Henry M. Levin and Emma Garcia