Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Efra Altamirano, Universidad de las Américas Puebla; Judith Virginia Gutierrez Cuba; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Biological & Agricultural

deAcreditación de la Enseñanza de la Ingeniería (CACEI), which is the Mexican peer-accreditingagency of the US ABET. Graduates of UDLAP’s FE program shall attain thirteen outcomes;eleven of them are similar to ABET Criterion 3 program outcomes1; as well as specific IFT corecompetencies regarding major areas: food chemistry and analysis; food safety and microbiology;food processing and engineering; applied food science; and success skills2. As part of assessmentefforts, the Food Engineering Undergraduate Curriculum Committee (FEUCC) designed astrategy that uses both direct and indirect assessment measures that is reported elsewhere3, 4.During this past year the FEUCC has been delineating a new assessment plan for 2015-2020 inorder to be ready to apply

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle Bellmer, Oklahoma State University; Mary E. Rezac, Kansas State University; Danielle Julie Carrier, University of Arkansas; Daniel Humburg, South Dakota State University

Tagged Divisions

Biological & Agricultural

commonadministrative platform, which allows students to enroll at their home institution, take onlinecourses from any of the institutions participating in the program, and receive academiccredentials from their home institution. Courses are cross-listed at each of the participatinginstitutions, and all of the institutions agree to charge students the same price per credit hour.The tuition generated is apportioned between the teaching institution, the enrolling institution,and a portion is used for operating costs of the Great Plains IDEA consortium.Program DevelopmentThe program was developed through funding from a USDA Higher Education Challenge Grant.Faculty involved on the planning team included 35 faculty members representing each of thefour participating

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Leigh Wolfe, Virginia Tech; Nicholas M Holden, University College Dublin; Demetres Briassoulis, Agricultural University of Athens; Francisco Ayuga, Universidad Politécnica de Madrid, BIPREE Research Group; Giacomo Scarascia Mugnozza, University of Bari, Italy

Tagged Divisions

Biological & Agricultural

Page 22.1540.3exchanged information via Scholar and email about their own programs relative to the team’sassignment. The teams are at various stages of developing and implementing work plans. Theprogress and plans of the various teams are described in the following paragraphs.Activity 1. Common Threads of the Biosystems Engineering Discipline The core concepts, or threads, of BE are variously understood by those within thediscipline, but have never been unequivocally defined due to the comparative youth of thediscipline. This makes communication and teaching difficult compared to other well establishedengineering subjects. The Atlantis POMSEBES project and Erasmus Network “ERABEE” haveworked towards defining a core curriculum for the

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Sanjiv Sarin, North Carolina A&T State University

Tagged Divisions

Biological & Agricultural

c American Society for Engineering Education, 2011 Integrating Biology and EngineeringAbstract:This paper presents planned activities and some recent successes related to collaborative effortsbetween engineering and biology at North Carolina A&T State University. For many years,faculty in engineering and biology have teamed up to submit research proposals, much of thiscollaboration has occurred through personal relationships among faculty members. Morerecently, the university has encouraged a formal and intentional cooperation between the twodisciplines in an effort to find mutual benefits. Spurred by the establishment of newbioengineering degree programs and helped by the NSF Engineering Research Center

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

-determined topics during the first half of the semester, followed by those topics selectedby class consensus for the second half of the course. The topics that are included in everyoffering of the course (i.e., the instructor-determined topics) are the following: • Professional business communications: Resumes, cover letters, memos, letters, proposals, reports, emails, professional portfolios 3,4,5 • Professional licensing and ABET • Planning for graduate school • Job interviews, follow-up letters and calls, and evaluating job offers 3,4 • Engineering ethics 6 • Occupational health and safety for engineersThe second half of the course highlights professional skills and business practice topicsrelevant to the engineering

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Mark McConkie, Utah State University; Timothy Taylor, Utah State University; David Britt, Utah State University

Tagged Divisions

Biological & Agricultural

2006-2342: REDEFINING A BIOLOGICAL ENGINEERING UNDERGRADUATECURRICULUM: PROFITS, PITFALLS, AND PRACTICALITYDavid Britt, Utah State University David Britt is an Assistant Professor of Biological Engineering. His research interests focus on renewable polymers, molecular imprinting, and biofilm formation. He is currently the Principle Investigator for an NSF Planning Grant in the Department Level Reform Division.Mark McConkie, Utah State University Mark is currently a doctoral student in the department of Instructional Technology at Utah State University specializing in the representation of declarative knowledge for systems that improve recall of textual material, and also the field of open

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ann D.. Christy, Ohio State University; Oladiran Fasina, Auburn University

Tagged Divisions

Biological & Agricultural

these courses and the course which they are currently enrolled, c) how the courses they have taken so far have moved them closer to their career plans/goals.Students are also expected to include several paragraphs about themselves, and other experiencesthat may be related to their career goals and future plans. In addition, each senior design capstoneproject team is required to create a separate ePortfolio that articulates their capstone projectsincluding reflection and narrative about the individual contribution of each member of the team.Examples of ePortfolio sites developed by Auburn BSEN students are listed below: • http://hallienelson18.wix.com/hallie-nelson • http://kingbenpaul.wix.com/eportfolio • http://ceg0032.wix.com

Conference Session

Biology and Engineering

Collection

2007 Annual Conference & Exposition

Authors

Ramana Gosukonda, Fort Valley State University; Masoud Naghedolfeizi, Fort Valley State University; Sanjeev Arora, Fort Valley State University

Tagged Divisions

Biological & Agricultural

course titled “Introduction to Bioinformatics (CSIS 3200)” hasbeen developed to serve as a major elective course for computer science and information systemsas well as biology majors. This is a lecture-based, computer-assisted course with hands-onapproaches to bioinformatics topics.The main objective of the course is to provide students with both theory and practicalapplications of the subject. Along with stressing the basic knowledge of the key concepts andmethods needed for data analysis, the course also emphasizes the use of standard softwaresystems to access, retrieve, and analyze available biological data. Further, the course educatesstudents about career choices and planning as well as legal and ethical issues.This course has been cross

Conference Session

Biological and Agricultural Tech Session I

Collection

2009 Annual Conference & Exposition

Authors

Paul Schreuders, Utah State University; Amanda Feldt, Utah State University; Heather Wampler, Utah State University; Sara Driggs, Utah State University

Tagged Divisions

Biological & Agricultural

develop an understanding of and be able to select and use agricultural and related biotechnologies. STL Standard 2 helps students learn about resources such as materials and energy, think interms of systems and interactions within those systems, develop the concept of trade-off in thedesign process, and understand the need for system maintenance. STL Standard 8 helps students Page 14.5.3learn that the design process is a creative planning process; there is no perfect design, andrequirements for design are made up of criteria and constraints. STL Standard 15 helps studentsunderstand that artificial ecosystems are human-made environments

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland - Eastern Shore; Abbas H. Diab, University of Maryland - Eastern Shore; Christopher E. Hartman, University of Maryland - Eastern Shore; Lei Zhang, University of Maryland - Eastern Shore; Madhumi Mitra Ph.D., University of Maryland - Eastern Shore; Yakov Pachepsky, USDA-ARS; Rakesh Joshi

Tagged Divisions

Biological & Agricultural

to fill the container approximately 100 ml of water. The valve and the pump are shut off, thecounter is increased in the programming loop, waiting for indication that the next way point insequence is reached in accordance with the mission plan.4.0 Results and DiscussionFor preliminary testing a pond in the UMES__ campus (Figure 8a) is chosen to assess the designedcapabilities of the STRIDER platform. Eight locations are chosen from the Google Earth map ofthe pond and entered in the mission planner and downloaded to the Pixhawk (Figures 8b and 8c). (a) (b) (c)Figure 8: a) Google Earth Image of Campus, UMES pond, b) Mission plan c)Waypoints for Preliminary

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kumar Mallikarjunan, Virginia Tech

Tagged Divisions

Biological & Agricultural

experiments.The course was offered with a new syllabus in Fall 2009 and we worked on the planning the courseactivities during the Summer 2009.The implementation process started with the developmental work in association with technical helpfrom Mathworks, Inc. First we identified concepts for laboratory modules that could be able to workthrough a spiraling framework: Introduction of electrical voltage measurement to measurement usingadvanced sensing systems. Each laboratory module was planned to build on the skills learned from theprevious laboratory exercise. For example, the second lab involved temperature measurement usingthermocouple and thermistor that involved measurement of voltage either directly or using a voltagedivider circuit. The flow

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aurelio Lopez-Malo, Universidad de las Americas Puebla; Silvia Husted, Unicersidad Autónoma de Ciudad Juárez; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Biological & Agricultural

teams towork independently in the required labs depending on their product selection; however, severalcourse sessions and meetings with the course instructor were planned in order to promotecreativity including lessons and selected exercises that provided a number of techniques to helpthem generate innovative solutions to the correctly defined problem. These techniques includebrainstorming, vertical and lateral thinking, analogies, TRIZ (Russian acronym for ResheniyaTeoriya Izobretatelskikh Zadach, that translated literally is “theory of the resolution of invention-related tasks”), and SCAMPER (acronym for Substitute, Combine, Adapt, Modify, Put toanother use, Eliminate, and Reverse) 2.In this context, a creativity test at the beginning and end

Conference Session

Biological & Agricultural Technical Session

Collection

2008 Annual Conference & Exposition

Authors

Kumar Mallikarjunan, Virginia Polytechnic Institute and State University; Anand Lakshmikanth, Virginia Polytechnic Institute and State University; John Cundiff, Virginia Polytechnic Institute and State University; Andrew Fulton, Virginia Polytechnic Institute and State University

Tagged Divisions

Biological & Agricultural

Engineering Education (EngE) and Page 13.107.2the bioprocess wing of the Biological Systems Engineering (BSE) at Virginia Tech was launchedin September 2004. The first project was awarded in Fall of 2003 and became a planning projectfor the second funding from NSF for the DLR. This DLR project, funded in Fall 2004, focusedon reformulating the engineering curriculum for specifically bioprocess engineering program inthe Department of Biological Systems Engineering in conjunction with the freshman program inthe Department of Engineering Education and School of Education12. The formed committeeassessed a need for students improving their skills by having

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Kurt Rosentrater, USDA-ARS; Kasiviswanathan Muthukumarappan

Tagged Divisions

Biological & Agricultural

. Dokon, L. E. 2001. The Alcohol Fuel Handbook. Infinity Publishing. Klass, D.L. 1998. Biomass for Renewable Energy, Fuels, and Chemicals. Academy Press. New York, NY. Pahl, G. 2005. Biodiesel: Growing a New Energy Economy. Chelsea Green Publishing Company. Sorensen, B. 2004. Renewable Energy. Academic Press. Wyman, C. 1996. Handbook on Bioethanol: Production and Utilization. Taylor & Francis.Online Publications A Vision for Bioenergy: Growing an Integrated Industry Growing an Industry: Overview of DOE’s Bioenergy Activities and Proposed Plan of Action. http://www.eren.doe.gov/bioenergy_initiative/page3.html Biobased Industrial Products: Research and Commercialization Priorities. 1999. http://books.nap.edu

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marybeth Lima P.E., Louisiana State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Biological & Agricultural

Engineering Course: Environmental consulting experience.Students from a biological engineering course at Ohio State University participated in a siteinvestigation at an abandoned Superfund site, the Industrial Excess Landfill (IEL) in Uniontown,Ohio. The students met with elected representatives of the affected township and engaged in areal-world environmental consulting experience. The student team projects included landfillbioreactor designs, air pollution assessment, phytoremediation designs, and critically analysis ofsite documents. Students traveled to the site by bus, developed and executed an environmentalsampling plan, and met with township trustees and the local media. They were provided withbase documents including government agency

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tim Foutz P.E., University of Georgia

Tagged Divisions

Biological & Agricultural

residents were asked to reduce the amount of bathroom water used. The reservoir came within one day of having no usable water supply, and the student’s university came close to shutting off the water supply to all dormitories. Luckily, a substantial rainfall event avoided this situation. Anticipating future droughts, City and University administrators asked local engineering firms to develop a plan to reduce the amount of water used by businesses in the area and the dorms serving the students at your university. These plans are to be implemented by the year 2020. Failure to implement these technologies results in stiff financial fines.After reading this description, the students answered questions outlined in Table 2. Thesequestions were designed

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

Rupa Iyer, University of Houston (CoE)

Tagged Divisions

Biological & Agricultural

the real world. With a combination of field experience, wet and in silico labs, thestudents will gain a unique perspective on modern day science. In addition, the modular natureof this curriculum makes it very flexible to integrate it into microbiology, environmental biology,biotechnology, and chemistry.3. Project Plan Page 12.322.3Currently the biology department offers only one course, “Principles of Biotechnology” thatsurveys molecular methods used in modern biotechnology. Guest presentations on legal, ethical,medical and business aspects of biotechnology cover the relevance of biotechnology in this field.However, it does not discuss the

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abby M Kelly, University of Nebraska, Lincoln; David Jones, University of Nebraska, Lincoln; Roger Michael Hoy, University of Nebraska; Evan Curtis, University of Nebraska, Lincoln; Angela Kaye Pannier, University of Nebraska, Lincoln; Richard R. Stowell P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

of the assignments, and the way in which student designs were evaluated, ascompared to the exercise at Bucknell University.RDC durationTo address the challenges of slow-paced, non-technical lectures, as well as the issue of time andproject management, we gave students just two weeks to complete the RDC (See Figure 1 for anexample timeline). Getting through all the major phases of design in only two weeks makes theexperience more challenging for students, gives a sense of urgency to what might be consideredslow-paced lectures, helps students to remain on schedule, and heightens the need for efficientproject planning and management of time and personnel.Figure 1: Two-week rapid design challenge schedule for Fall 2012 semesterAssignments

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

George E. Meyer, University of Nebraska, Lincoln; Kim Cluff, University of Nebraska, Lincoln; Jeyamkondan Subbiah P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

Hall, East Campus of UNL. The main building with a total of 61,700 ft2 was built in1917. The building was completely renovated in 1981, and is now one of the better classroom-laboratory buildings on campus, with high outside demand for course instruction. Classes areheld in various sized lecture halls with capacities of 16, 24, 40, 46, and 112 seats. Theseclassrooms were constructed during the 1981 renovation, and have served the department withcontinued improvement made possible by financial support from the National ScienceFoundation and UNL. Plans have been developed and some funding identified to remodel thelargest lecture hall to change its configuration, to improve the learning environment, and toupgrade the presentation technology. That

Conference Session

Biological and Agricultural Tech Session I

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Rick Williams, East Carolina University; Stephanie Sullivan, East Carolina University; Loren Limberis, East Carolina University

Tagged Divisions

Biological & Agricultural

desired path by receiving multiple perspectives on the Page 14.281.4subject. These could be opinion such as pre-recorded opinions of known experts, excerpts fromjournal articles, or a quick visit to a website. In any case, the Multiple Perspectives phase isintended to be short and immediate, and requires pre-planning from the instructor (it is not aliterature review done by the students). After the students obtain the additional insight andintended steering of the multiple perspectives, they move into the Research and Revise phase.This is the phase in which most of the learning and teaching occurs. This phase could consist ofstudent-driven

Conference Session

Innovations in Biological/Agricultural Education-I

Collection

2008 Annual Conference & Exposition

Authors

Ernest Tollner, University of Georgia-Athens

Tagged Divisions

Biological & Agricultural

. 2005. Hydrologic analysis and design. Prentice Hall, Upper Saddle River,NJ.Moore, I.D. and G.J. Burch. 1986. Physical basis of the length-slope factor in theuniversal soil loss equation. SSSA Jour. 50:1294-1298.Renard, K.G., G.R. Foster, G.A. Weesies, D.K. McCool and D.C. Yoder. 1997.Predicting soil erosion by water: A guide to conservation planning with the reviseduniversal soil loss equation (RUSLE). USDA-ARS Pub ARS-S40. Agricultural ResearchService, US Dept. Agr., Washington, DC.Shen, H.W. and P.Y. Julien. 1993. Erosion and sediment transport. IN Handbook ofHydrology, D.R. Maidment (Ed.). McGraw-Hill, New York, NY.Ssegane H., E. W. Tollner, and S. C. McCutcheon.2007. Erosion prediction on micro-watersheds using topographic parameters

Conference Session

Innovations in Biological/Agricultural Education-II

Collection

2008 Annual Conference & Exposition

Authors

Kumar Mallikarjunan, Virginia Polytechnic Institute and State University; Christan Whysong, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Biological & Agricultural

health andsafety of consumers. The class also discussed the trustworthiness of food manufacturers and thegovernment agencies who are supposed to regulate them. The goal of the discussion, lastingapproximately 20 minutes, was to allow students to observe the varying views of theirclassmates.Since the Departments of Engineering Education and Biological Systems Engineering are onlybeginning to implement ethics training using the spiral themed curriculum, it is essential todevelop an assessment plan for future evaluation. As mentioned above the tool utilized for thisexercise was a pre- and post- survey. At the end of the class discussion, students were asked tocomplete a post-survey which consisted of the same eight questions given in the pre

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher Josh Ramey, Colorado School of Mines; Judy Schoonmaker, Colorado School of Mines; Sarah M. Ryan, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Biological & Agricultural

introductory biology course into an active learningexperience that resonates with a wide range of undergraduate students. Backward course designled to an innovative curriculum that (1) is based on biology’s big ideas, (2) has measurablelearning outcomes, and (3) encourages development of higher order thinking skills. Our studioclassroom design maximizes interactions; cantilevered workstations distributed throughout theroom encourage student-instructor and student-student interactions. Group discussions occur atwhiteboards as students solve problems, create concept maps, plan experiments and interpretexperimental data. Workstation computers and dual monitors support whole-class instruction aswell as student-led group explorations. The classroom design

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deepak R. Keshwani, University of Nebraska, Lincoln; Ryan Drew Anderson, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Jeyamkondan Subbiah P.E., University of Nebraska, Lincoln; Ashu Guru, University of Nebraska, Lincoln; Nathan C. Rice, University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

immersive simulation game, preparingFEW and systems thinking curriculum for education and outreach, and developing a simplifiedcorn-water-ethanol-beef (CWEB) model that will be drive the mechanics of the game. Most ofthe current progress presented in this Work-In-Progress paper is focused is in the development ofthe CWEB model but future planning for the other two goals has taken place as well.Building an educational immersive simulation gameResearch overwhelmingly indicates serious games and interactive multimedia learning tools canhelp users understand concepts better than traditional education practices and are powerful toolsto achieve positive behavioral change (Dede, 2009). A framework and game flow for theeducational videogame must be

Conference Session

Innovations in Biological/Agricultural Education-II

Collection

2008 Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Madhumi Mitra, University of Maryland Eastern Shore; Lurline Marsh, University of Maryland Eastern Shore; Craig Daughtry, United States Department of Agriculture; Tracy Earle, University of Maryland Eastern Shore; Jurgen Schwarz, University of Maryland Eastern Shore

Tagged Divisions

Biological & Agricultural

course. Faculty and staff from Agriculture, Natural Sciences, Engineering,Aviation Sciences, and collaborators from USDA, NASA, and representatives from a localindustry involved in “Precision Farming” have worked together to plan and deliver the course.The course content spans over the fundamentals of global positioning systems (GPS), yieldmonitoring, soil testing, variable rate applicators, fundamentals of plant physiology andagronomy, Geographical Information Systems (GIS), statistics and data analysis, aerial imagingand remote sensing, & nutrient and watershed management. Significant field work using variousfield sensors, including a chlorophyll meter, pH meter, and other instrumentation to measure leafarea index (LAI) in conjunction with

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alicia A. Modenbach P.E., University of Kentucky; Sue E. Nokes, University of Kentucky

Tagged Divisions

Biological & Agricultural

2 over method 1? (Ask for student input.) d) Saves time and money (and in some projects, people’s lives). e) You have a sound BAE education and understand the value of planning before building. Which way are you approaching the problem?Figure 3. Discussion questions to encourage students to reflect on their approach todesigning their home.At the end of the module we will quantify the heat flow through the houses built, using studentsas the heat source and measuring the temperatures inside, interior of the wall, exterior of thewall, and in the ambient air. Students will be asked to reflect on how these results matched theresults they predicted with their calculations.Share it: Example moduleDesign

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chi N. Thai, University of Georgia; Yan-Fu Kuo, National Taiwan University; Ping-Lang Yen, National Taiwan University

Tagged Divisions

Biological & Agricultural

and Rus7 , and Bishop etal.8 . Since Spring 2010, the first author9 had been teaching a project-based robotics course forsenior engineering students at the University of Georgia (UGA) based on “Smart Teaching”principles from the book “How Learning Works” by Ambrose et al.10. In the Summer 2010, hehad the opportunity to visit the Bio-Industrial Mechatronics Engineering Department of NationalTaiwan University (NTU) whereas a mutual interest in teaching robotics to undergraduatesemerged from discussions as a means of collaboration at the instructor and student levels.Considering the current trend of Open Courseware such as Coursera and EdX and various on-line universities such as Udacity, we took some planning steps in Fall 2011 to prepare for

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Evan Curtis, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological & Agricultural

Students'Motivational Values. Matusovich, Holly M, Streveler, Ruth A and Miller, Ronald L. 2010, Journalof Engineering Education, pp. 289-303.12. Empowering Undergraduate Engineering Students to Connect Laboratory Experiences withIndustry Applications through Fictional Clients. Keshwani, Jennifer and Curtis, Evan. Orlando, FL :American Society of Agricultural and Biological Engineers, 2016.13. Cresswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitativeand Qualitative Research, 3rd Edition. Upper Saddle River, New Jersey : Prentice Hall, 2007.14. The "Threads" of Biosystems Engineering. Briassoulis, Demetres, et al., et al. 2014,Transactions of ASABE, pp. 307-330.

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez P.E., Western Michigan University; Alamgir A. Choudhury, Western Michigan University

Tagged Divisions

Biological & Agricultural

is acomponent where soft skills were developed12. The project was an open-ended problem whereteam members had to think about safety and functionality, and at the same time team membersdeveloped and applied skills on teamwork, project planning, economics, and communication7.The key difference was the domain where the students had to develop their project, the projectwas not a typical application of what they have learned in their coursework, but at the same timethis project presented the opportunity to illustrate a common situation that students will be facedonce they apply (and get) a technical job. It brings to light one of the message that are usuallyoffered in design courses where open-ended and different application domains are

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evan T. Curtis, Univeristy of Nebraska, Lincoln; Abby M. Kelly, University of Nebraska, Lincoln; Johnathan Ian Edward McCoy, University of Nebraska, Lincoln; David Jones, University of Nebraska, Lincoln; Dennis D. Schulte P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

improvement is used toenhance the quality of skills each graduate possesses and the pathways in which he or sheacquires these skills. However, continuous improvement is not a procedure that can be conductedad hoc. Rather, it requires careful planning, documentation, review, and adjustment to makeprogress toward the desired improvement. Furthermore, many institution and program oversight groups have placed an emphasis onhaving a continuous improvement system in place to as part of accreditation. For example,ABET, Inc. which is the principal accreditation authority of engineering programs has requiredthat evidence of continuous improvement is a mandatory criterion for accreditation1. To demonstrate the improvement process institutions