Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Erin J. McCave, University of Houston

Tagged Divisions

Educational Research and Methods

. in Systems Engineering from the University of Virginia. Her research interests include engi- neering design education (especially in regards to the design of complex systems), faculty development, career pathways (both academic and industry), approaches for supporting education research-to-practice.Dr. Courtney S. Smith-Orr, University of North Carolina, Charlotte Courtney S. Smith,PhD is a Teaching Assistant Professor and Undergraduar Director at UNC Char- lotte. Her research interests span the mentoring experiences of African American women in engineer- ing,minority recruitment and retention, and best practices for diversity and inclusion in the Engineering classroom.Dr. Cheryl A. Bodnar, Rowan University Cheryl

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Chelsea Q Linvill, United States Military Academy Department of Geography & Environmental Engineering; Benjamin Michael Wallen P.E., United States Military Academy; Andrew Ross Pfluger, United States Military Academy; Michael A. Butkus P.E., United States Military Academy

Paper ID #35294Incorporation of Best Practices in Environmental Engineering Educationto Maximize Student Engagement and Instructor EfficiencyChelsea Q Linvill, United States Military Academy Department of Geography & Environmental Engineer-ingDr. Benjamin Michael Wallen P.E., United States Military Academy Benjamin Wallen is a Lieutenant Colonel in the United States Army and an Associate Professor in the Department of Geography and Environmental Engineering at the United States Military Academy. He is also the Dean’s Fellow for Remote Teaching and Distance Learning - Best Practices. He is a 1996 graduate of the United

Conference Session

Engineering Education Research

Collection

2004 Annual Conference

Authors

Kimberly Barron; Sang Ha Lee; John Wise; Robert Pangborn; Thomas Litzinger

Criteria.1 This proposal defines the educational objectives as “statements thatdescribe the expected accomplishments of graduates during the first few years after graduation.”The survey responses for Penn State alumni two to three years following graduation show thatdifferent kinds of achievement and measures of accomplishment apply to the different early-career paths. This raises questions that may need to be considered for curriculum design. Forinstance: What actions should we be taking to prepare our students for the broader aspects oftheir professional careers? What competencies and abilities should we emphasize in acurriculum constrained by a limited time frame? Examining the data from our surveys of recentgraduates, which include information

Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Mary Anne Walker, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #15171The inGEAR Program: Recruiting International Graduate Students throughUndergraduate Research InternshipsDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Initiatives at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engi- neering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and enhancing

Conference Session

Professional Graduate Education & Industry

Collection

2008 Annual Conference & Exposition

Authors

Donald Keating, University of South Carolina; Thomas Stanford, University of South Carolina; Joseph Rencis; Eugene DeLoatch, Morgan State University; Mohammad Noori, North Carolina State University; Edward Sullivan, California Polytechnic State University; David Woodall, Oregon Institute of Technology; Norman Egbert, Rolls-Royce Corporation; David Quick, Rolls-Royce Corporation; Albert McHenry; Roger Olson, Rolls-Royce Corporation; Samuel Truesdale, Rolls-Royce Corporation; Timothy Lindquist, Arizona State University; Harvey Palmer, Rochester Institute of Technology; Joseph Tidwell, Arizona State University Polytechnic; Mark Smith, Rochester Institute of Technology; Duane Dunlap, Purdue University; Mark Schuver, Purdue University; Edmund Segner, University of Alabama at Birmingham; Stephen Tricamo, New Jersey Institute of Technology; Barry Farbrother, University of New Haven; Ken Burbank, Western Carolina University; Carla Purdy, University of Cincinnati; Randall Holmes, Caterpillar Inc.

Tagged Divisions

Graduate Studies

design andimplement a new model of advanced professional graduate education for the nation’s engineers inindustry that fosters ‘lifelong learning’ and professionally-oriented, practice-centered engineeringgraduate education that supports: All nine levels of engineering practice for the purposeful generation, development, and innovation of useful technology for competitive advantage to the engineer’s company or to meet meaningful societal needs ─ from the beginning growth levels of entry-level engineering at project level through the senior engineering growth levels of chief engineer responsible for corporate technology policy making, leadership and execution. The modern paradigm of the practice of

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

engineering students atWWU University in Fall 2019. The course was designed to highlight the relationship betweenengineering, design, and society and to create inseparable connections between those threeelements. ENGR 101 is a graduation requirement for the ID, PME, and MFGE programs and ishighly suggested for EECE students. Students take the course during their first year of study,typically during the first or second quarter. The class is 2 credits and meets twice per week for 50minutes. It does not have any prerequisite requirements and is open to any student interested inengineering as a major. The objectives of the course are to 1. introduce students to the field ofengineering and design, 2. center social justice as integral to the profession, 3

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

both equity-centered content and pedagogy (e.g., [20], [24]) in a range of courses. We describe the first phase of research to build a curricular and instructional changeframework to support educators who seek to revise or develop engineering courses to centerequity. Our emerging framework acknowledges that instructors – including tenure-track, contractfaculty, and graduate teaching assistants – will typically require professional development tosupport them as they design and teach these courses. We also acknowledge that for engineeringto move beyond siloed discussions of equity, academic programs need to revise multiple requiredcourses, including technical/ engineering science courses. In the following sections, we provide aproject

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Carol J Thurman, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology; Connor Rylan Meeds; Jennifer Hirsch, Georgia Institute of Technology

Tagged Divisions

Community Engagement Division

initiative’s visionthat all graduates of the institute—a majority of whom will graduate with engineeringdegrees—are able to contribute to the creation of sustainable communities and tounderstand the impact of their professional practice on the communities in which theywork. The work-in-progress paper is organized with the following content (i)Introduction to “Center for Serve-Learn-Sustain” and freshman engineering course (ii) adescription of pedagogical approaches to socio-technical learning, (iii) description ofSocio-technical Project-based Learning Model and Assessment methods (iv)development database of socio-technical projects for engineering courses, (v) additionalModels and resources from “Center for Serve-Learn-Sustain” and

Conference Session

Professional Graduate Education & Industry

Collection

2007 Annual Conference & Exposition

Authors

Donald Keating, University of South Carolina; Thomas Stanford, University of South Carolina; John Bardo, Western Carolina University; Duane Dunlap, Western Carolina University; Stephen Tricamo, New Jersey Institute of Technology; Eugene DeLoatch, Morgan State University; Dennis Depew, Purdue University; Mark Schuver, Purdue University; Gary Bertoline, Purdue University; Albert McHenry, Arizona State University; Timothy Lindquist, Arizona State University; Joseph Tidwell, Boeing Co.; Mark Smith, Rochester Institute of Technology; Raymond Morrison, Lockheed Martin Aeronautics Co.; Harvey Palmer, Rochester Institute of Technology; Norman Egbert; David Quick, Rolls-Royce Corporation; Roger Olson, Rolls-Royce Corporation; Mohammad Noori, California State Polytechnic University; Samuel Truesdale, Rolls-Royce Corporation; Edward Sullivan, California Polytechnic State University; Joseph Rencis, University of Arkansas; Carla Purdy, University of Cincinnati

Tagged Divisions

Graduate Studies

improvement and shared best practice (3) Build on the formidable strengths of a combined teaching faculty from regional universities and from experts in regional industry across the nation (4) Build on the silent successes / attributes of high-quality programs for working professionals which have been already proven across the United States (Council of Graduate Schools) (5) Build on the strengths of an experienced student body of practitioners who are growing as innovators and engineering leaders at the cutting edge of technology development to sustain U.S. preeminence (6) Build the Graduate Centers in partnership with regional industry and the practicing profession in engineering for success and continuous

Conference Session

Best Practices for Two-Year Students Majoring in Engineering & STEM Fields

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dave Galley, Collin College; Gena S Martin, Collin College; Jeannie Christine Stone, Wylie Independent School District; Becky Hunt, Allen Independent School District; Jean Laswell, Rockwall Independent School District; Lynn Mortensen, Retired Raytheon Company; John W. Sibert, The University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

engaged inScience, Technology, Engineering, and Mathematics (STEM) with the ultimate goal of havingthese students join the STEM workforce after a two-year degree, a 2 (AS) + 2 (BS) pathway or afour-year degree. Building upon previous cooperation among these institutions, Best Practicemethods have been identified and are being implemented to bring about a cultural change thatwill lead to a sustained increase in the production of STEM-trained graduates needed by localhigh-tech businesses. In order to expand the diameter of the STEM pipeline, new non-traditionalstudent populations must be recruited, encouraged and not traditionally “weeded-out.” Ourresearch and Best Practices center on two specific populations: females and non-top 15%students that

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

Tagged Topics

CoNECD Paper Sessions, Diversity

children or elderlyparents and working in industries that have been affected negatively by the pandemic [21].Virtual research allows UREP STEM students to continue to participate in a paid experience thatpositively influences their interactions with faculty and peers, and promotes STEM identity,community, and sense of belonging, while juggling many responsibilities outside of school.Virtual Research Experiences and OutcomesInstitutional Context The site for this program is a predominately White private research-intensive universitylocated in the Northeast of the United States. Infused with a strong entrepreneurial culture, theUniversity is home to over 40 research centers and institutes spanning disciplines fromperformance, design, fine

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; James Collofello, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Brent James Sebold, Arizona State University; Sarah Hoyt, Arizona State University

Tagged Divisions

Faculty Development Constituent Committee

theirprograms and moved forward with implementation into their broader curriculum.Coaching as a Tool for Facilitating Change in Pedagogy and the Entrepreneurial MindsetConsidering the available research on active learning and promise of more well-roundedengineering graduates available through the introduction of EM, the need for quality facultyprofessional development on these topics is a natural next step. Professional development is afundamental part of educational innovation as it allows faculty to learn about changes inpedagogy and receive instruction on implementing best practices into the classroom. Researchshows that faculty respond to professional development in different ways, progressing at variedrates and requiring additional assistance to

Conference Session

Impacts of Public Policy on Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Norman Fortenberry, National Academy of Engineering; Kamyar Haghighi, Purdue University

Tagged Divisions

Engineering and Public Policy

EngineeringEducation[14], and the National Center for Engineering and Technology Education[15] — arespecifically focused on engineering and technology education.In 2002, the National Academy of Engineering opened the Center for the Advancement of Page 13.863.3Scholarship on Engineering Education[16]. CASEE represents a collaborative effort to improvethe alignment of the knowledge and skills possessed by future and current engineers with theknowledge and skills sought by various stakeholders of engineering education. This effort ispursued through programs for engineering education research and innovation as well as activitiesto translate promising practices

Conference Session

State of Manufacturing Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufacturing; Wesley Francillon; Robert W. Simoneau, Keene State College

Tagged Divisions

Manufacturing

stakeholders have supported and implementededucational initiatives in Science, Technology, Engineering and Mathematics (STEM) in thestate of Connecticut and the New England region. The focus of the COT’s Regional Center is topromote manufacturing education through pathway programs, student recruitment and retention,as well as faculty and curriculum development.One of the major goals of the COT- RCNGM is student recruitment and retention. The COT-RCNGM Center has created a robust marketing outreach initiative that presents manufacturingcareer pathways using innovative and immersive experiences for high school students and theirteachers. The objective of the COT-RCNGM marketing initiatives is to provide information tohigh school students on

Conference Session

Issues for ET Administrators

Collection

2003 Annual Conference

Authors

Abi Aghayere

. The results benefit our students and the ET community.5. Scholarly activities place the ET faculty within our various institutions in a competitive position as the effect of the applied, practice-oriented, and student centered flavor of ET scholarship positively impacts our students.6. Scholarly activity enhances and promotes the reputation and visibility of our faculty, programs and institutions. It gives ET faculty regional and national recognition, necessary for promotion to full professor at most institutions.7. Scholarly activity by ET faculty demonstrates academic leadership that is necessary for promotion to full professor at most universities.8. Scholarly activities provide opportunity for collaboration among ET faculty

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michelle Oswald Beiler P.E., Bucknell University; Arthur D. Kney, Lafayette College; David A. Veshosky, Lafayette College

Tagged Divisions

Civil Engineering

c American Society for Engineering Education, 2012 Integrating The Charrette Process into Engineering Education: A Case Study on a Civil Engineering Capstone CourseABSTRACTAs engineering educators rethink the structure and value of capstone courses, many have turnedto practical applications. In order to reflect the recent approaches within engineering, capstonecourses can be enhanced through the integration of charrettes. Charrettes are hands-on,collaborative sessions where stakeholders come to a design consensus. These sessions provideopportunities for students to improve communication, technical evaluation, teamwork, peerevaluation and professionalism skills. This research provides a framework for adapting thecharrette

Conference Session

INT. Engineering Education: Developments, Innovations, Partnerships, and Implementations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Dyrenfurth, Purdue University, West Lafayette; James L. Barnes, James Madison University; Susan Kubic Barnes, James Madison University

Tagged Divisions

International

providing a value-added component for technology-oriented universities toextend the curriculum experience by providing both undergraduate and graduate students aresearch experience3 with real-world problems, opportunities and applications. The authors of this paper present a comparative analysis of technology and innovation-oriented centers. To gain an understanding of such centers, the authors focused on recognizedcenters to examine their mission, goals and objectives, research focus, business model,competitive perspectives, growth anomalies, principles of specialization, and innovationcapabilities. Based on this comparative analysis, the authors developed a set of relevantconclusions and recommendations for technology innovation centers

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

’ self-confidence. Infact, without self-confidence, it is difficult for a person to do any of these things.While there are all of these positive impacts of a high level of self-confidence, it is also possible tobecome over-confident, or to have a false confidence or bravado that is not based on truecompetence or mastery of one’s profession. If self-confidence becomes over-confidence, theengineer may lose the ability to accept criticism that improves the design or product. Thisbehavior may occur in design team meetings when engineers, in their zeal to promote and selltheir innovation, blind themselves to valid concerns or valuable modifications regarding theconcept or product that could make it even better. For recent engineering graduates, who

Conference Session

Best Teaching Practices for ABET

Collection

2003 Annual Conference

Authors

Mary Crawford, University of Texas at Austin; Kathy Schmidt, The University of Texas at Austin

Page 8.715.8 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationtechnology platforms. We are staying abreast of current standards for sharable learningobjects and will support our faculty as sharing digital content becomes a greater priority.Teaching is an evolving process and the FIC is staying current with regards toeducational research and to promoting good teaching practice. Along with otherinstitutions and organizations, the FIC is participating in a Faculty Innovation ProfileProject sponsored by Vanderbilt’s Office of Innovation through Technology. The FIPPInitiative, consisting of design studio events

Conference Session

Best Practices in Interdisciplinary Entrepreneurship and Innovation Programs

Collection

2007 Annual Conference & Exposition

Authors

Karen Thornton, University of Maryland; Jacqueline Rogers, University of Maryland (Retired); Kristen Waters; Nathan Myers, University of Maryland; Lisa Rawlings, Prince George's Prince Community College

Tagged Divisions

Entrepreneurship & Engineering Innovation

position, Ms. Rawlings worked at the University of Maryland Medical Center and the University of Maryland School of Public Affairs where she was did financial/policy analysis and research. At the Robert H. Smith School where she pursued a PhD degree, Ms. Rawlings taught both introductory and advanced finance courses. She was nominated for the 2001 Parents' Association Teaching Award. Prior to her return to academia, Ms. Rawlings was a financial manager for Procter & Gamble for eight years. Ms. Rawlings received a BSE in Systems Engineering from Princeton University and an MBA in Finance from the University of Michigan where she was a Consortium for the Graduate Study of

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; John J. Duffy, University of Massachusetts Lowell; Olga Pierrakos, James Madison University; Nathan E. Canney, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

AC 2012-4351: ENGINEERING FACULTY ENGAGEMENT IN LEARN-ING THROUGH SERVICE SUMMIT: BEST PRACTICES AND AFFINITYMAPPINGDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt has been a professor in the Department of Civil, Environmental, & Architectural Engi- neering at the University of Colorado, Boulder, since 1996. She has taught first-year introductory courses, senior capstone design, and specialty senior-level/graduate courses in environmental engineering. Her research interests in engineering education have focused on service learning, sustainability, and ethics.Prof. Kurt Paterson P.E., Michigan Technological University Kurt Paterson, Associate Professor of civil and environmental

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Margaret Ellis; Godmar Back, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University; Kirk Cameron, Virginia Polytechnic Institute and State University; Crystal Pee

researchers may have looked at pedagogy in other areas of CS, the specific challenges related to computer systems research have not been addressed much. Yet the problem is real and acute – single-digit participation from women, negligible numbers from other underrepresented groups. Thus, focusing on techniques that work well for those traditionally put-off by systems is imperative since systems are ubiquitous in every important aspect of CS today (artificial intelligence, cloud computing, security, etc.). This report describes a large diverse undergraduate research group in computer systems and the results of a study utilizing a conceptual framework, High Impact Practices, to understand how the design of the research group is perceived by students

Conference Session

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monsuru O Ramoni, Navajo Technical University; Calsey T Nez, Navajo Technical University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Pennsylvania State University, Pennsylvania, 2010.[9] Chien, Yu-Hung, Chia-Yu Liu, Shaio-Chung Chan, and Yu-Shan Chang, "Engineering Design Learning for High school and College First-year Students in a STEM Battlebot Design Project," International Journal of STEM Education, vol. 10, no. 1, pp. 1-15, 2023.[10] Tenenbaum, Laura S., Margery K. Anderson, Swati B. Ramadorai, and Debra L. Yourick., "High school students' experience with near-peer mentorship and laboratory-based learning: In their own words," Journal of STEM Education: Innovations and Research, vol. 18, 2017.[11] Price, M., Kallam, M., & Love, J., "The learning styles of Native American students and implications for classroom practice," In Eighth Native American

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

engineeringby making them visible, examinable, and discussable. However, the model was also useful forus, as program designers, in that it guided our design of instructional supports and participationopportunities for each of the practices. Engineering design is a complex task requiring highlevels of general engineering and specific PV knowledge and practices, and also the ability toreflect on the quality of one’s own participation in the practices. Our model, seen in Figure 1,reflects this complexity, showing engineering to be composed of two sub-processes (i.e.,innovation and communication) linked through metacognitive reflection.Figure 1. The engineering research model (ERM) as enacted through key community practicesEngineering innovation practices

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Yang, National Science Foundation; Erin Steigerwalt, American Society for Engineering Education (ASEE); Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University

79Sample Questions Submitted by Participating Planning Grant PIs Category Sample Question Center Design and Does NSF prefer to fund ERCs that serve the needs of existing Vision industries, or those that can serve as a platform to develop science and engineering for future technologies (or to push existing industry in new directions that they do not have the scientific knowledge base to move into at this point)? Research How do you best determine whether a given ERC thrust is timely or competitive? Workforce Do we need to think about doing research in

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Elnaz Douzali, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago; Samuel Thomas Harford, University of Illinois, Chicago, PROMINENT Labs; Hereford Johnson, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

cannot guarantee a successful transition in the crucial years after students graduate. While96 percent of educators believe that they are delivering workforce-ready students, only 11percent of U.S. employers believe this to be the case3. The President’s Council of Advisors onScience and Technology emphasizes the importance of producing an adequate STEM workforcein the U.S.; Economic projections point to a need for approximately one million more STEMprofessionals than the U.S. will produce at the current rate over the next decade if the country isto retain its historical preeminence in science and technology1.There are non-technical factors that affect the potential of STEM students. Researchers from theNational Center for Labor Statistics have

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Jon Down, University of Portland

Tagged Divisions

Entrepreneurship & Engineering Innovation

nexus of entrepreneurial programs, activities and thinking, a placefor all students from across campus to learn and experience entrepreneurship.An interdisciplinary and independent organization, the Center for Leadership, Entrepreneurship,and Innovation reports to the Provost and helps undergraduate and graduate students developentrepreneurial skills by offering experiential learning opportunities and fostering relationshipsbetween the University and the global business community. Students have opportunities toengage in classroom activity; interact with business owners, corporate executives, professionals,university faculty, and entrepreneurs; and travel domestically and abroad to gain a globalperspective and ignite ideas for creative

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

James K. Nelson Jr. P.E., Texas A&M University; John A. Barton PE, Texas A&M University System; James R. Hallmark, Texas A&M University System; Billy C. Hamilton, The Texas A&M University System

Tagged Divisions

Entrepreneurship & Engineering Innovation

campus and be of financial benefit to the offering institutions.In the context of these guiding principles, considerable effort was spent developing the strategicgoals and objectives for the academic programs offered at RELLIS. Following is a statement ofeach of the strategic goals for academics at RELLIS. Goal 1–State of the Art Campus: Develop a state-of -the-art campus supporting the collaborative mission of the RELLIS Initiative. The RELLIS Campus is envisaged to be a premier high-tech, high-impact innovative research and education campus integrating smart campus and state-of-the-art technologies, practices, and processes to effectively and efficiently manage shared campus resources and assets, and to

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nusaybah Abu-Mulaweh, Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette; Paul A. Leidig P.E., Purdue University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. EPICSstudents create engineering-based design solutions tailored to the needs of community partnersusing a human-centered design process that is meant to include partners throughout thedevelopment, design and support of the projects. Partnerships are formed by the program withpartners signing an MOU with EPICS to work for at least five years. The agreements coverexpectations, communication and liability of delivered projects. Students register for differentdivisions of the course that are paired with one or more of the partners. Each section forms alarge team with 8-24 students who meet for two hours each week with a graduate teachingassistant and a faculty, industry or staff advisor who serves as a mentor. The large teams aretypically broken into

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

William P. Manion, University of Maine; Judith A. Hakola, University of Maine

Tagged Divisions

Civil Engineering

sustainability were alsoconsidered. From the professional review, one practicing engineer wrote “best overall design,well thought out, all via a Skype connection to the client in Vermont.”One particularly challenging building project was a two-story restaurant with a wrap-arounddeck on top of a mountain at Sunday River ski center in Newry, Maine. The team had to learnbasic architecture, analyze the structure, design key structural members, design a water andwastewater system, analyze rock samples from the site location, and compare costs between thedifferent design options. In addition to the extreme structural loading aspects on top of amountain, the water and wastewater system designs were particularly daunting because of thelarge elevation