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

Storage and Handling. He has been a faculty at Auburn since 2002. c American Society for Engineering Education, 2017 Student ePortfolios for undergraduate professional development: A comparison of two programsElectronic student portfolios (i.e., ePortfolios) promote professional development by causingstudents to reflect on what they have learned, integrating their often seemingly disconnectedcoursework, and constructing their own understanding of their chosen profession. Portfolioassignments can be useful for encouraging student self reflection and documenting achievementof student learning outcomes, especially those outcomes that are more difficult to assess such ascommunication

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

module explains a number of basicconcepts related to the design problem. Students are asked to develop solutions to real-worlddesign problems to explore the specialization areas within the discipline, practice their problem-solving skills on real, sometimes "messy" problems, grow their engineering intuition and learn todistinguish between realistic and improbable solutions. Students will compile a learningportfolio throughout the semester documenting their design solutions for each module, as well asself-reflections on their initial choice of specialization and the impact modules had on theirchoice of specialization (either confirming their initial choice or providing evidence why analternative may be a better fit).The intended advantages of

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

); ‚ Field scouting with hand held GPS, SPAD METER, etc.; ‚ Environmental monitoring; ‚ Aerial imaging using a variety of platforms (UAV, robotic helicopter, etc.); ‚ Advanced software in image analysis and GIS. AE ROStudents will get anopportunity to actively Students reflect on their learningexperiment with

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

industrial engineer in the aeronautical industry. Ann is a licensed professional engineer. Page 24.1134.1 c American Society for Engineering Education, 2014 Students' selection of topics for a professional development courseIntroductionTo be successful in their careers, engineers need to be proficient in both technical andnontechnical skills. ABET's student outcomes reflect both of these categories. Five of theeleven a-k student outcomes1 can be considered predominantly technical: (a) an ability toapply knowledge of mathematics, science, and engineering; (b

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chehra Aboukinane; Daniel N. Moriasi, USDA-ARS; Ann L. Kenimer, Texas A&M University; Kim Dooley, Texas A&M University; James DUPE Linder, Texas A&M University

Tagged Divisions

Biological & Agricultural

Page 23.613.31965 (as listed in Dacey, 1985). The model considers both personal and cognitive traits ofcreative people, characteristics of the products creative individuals often produce, and thereflexive reactions observers usually have to those products (Table1).Table 1-Jackson and Messick’s four characteristics of creativity Traits of the Person Traits of the Product Intellectual Personality Product Reflective Traits Traits Properties Standards Reactions 1.Tolerance of Original Unusualness Norms Surprise incongruity 2. Analysis and Sensitive Appropriateness

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

in the College of Engineering. She is a second-generation woman engineer. c American Society for Engineering Education, 2017 Service learning in biological and agricultural engineering: Journeys in community engagementService learning has a long history in biological and agricultural engineering involving academicstudent learning outcomes attainment that occurs through hands-on projects implemented in andfor the community. Best practices in engagement between an academic institution and thecommunity are characterized by mutually beneficial relationships, clear inclusion of thecommunity partner's voice, intentional reflection by the students on their experiences, and alonger

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

of the semester was applied. The test isa self-assessment that consists of 16 questions that are grouped into 5 categories of analysis thatare related to the five steps that are part of the effective creative process proposed byCsikszentmihalyi3: 1) Finding problems (preparation), 2) Gathering and reflecting oninformation (incubation), 3) Problem exploration (insight), 4) Generating and evaluating ideas(evaluation), and 5) Implementation (elaboration). Furthermore, a group of experts in the fieldwere invited to evaluate final projects and developed food products by means of the CreativeThinking VALUE Rubric, which is made up of a set of attributes that are common to creativethinking across disciplines4. Instructor-, peer-, and self

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

Page 23.697.7Students complete six assignments prior to the RDC competition to help move them through thedesign process. The assignments guide them to develop a problem statement, user needs,technical specifications, alternative solutions, testing procedures and data, and a final solution.Additionally, as part of their final solution selection assignment, students were required to getdesign approval from their faculty consultant. Finally, students complete an end of project surveyto encourage both individual and group reflection on the overall design process (Appendix I).Unlike at Bucknell University however, students were asked additional questions in the surveyabout the RDC itself to help faculty in the continuous improvement process and to

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tim Foutz P.E., University of Georgia

Tagged Divisions

Biological & Agricultural

should use reflection of past experiences, successes, failures in order to anticipate future events  Students should seek opposing views in problem evaluation process in order to better understand solution impacts  Students should engage and evaluate of other students’ work  Encourage a critical dialogue among studentsTable 2. Survey questions to assess changes in students’ perception of engineering Rate how difficult (not difficult to extremely difficult) you find each of the following topics Math, Physics, Chemistry, English-Composition, Classical Literature, Economics, Art, History, Political Science, Speech Communication, Biology, Social Scienced Psychology, Foreign Languages Based on your

Conference Session

Biology and Engineering

Collection

2007 Annual Conference & Exposition

Authors

George Meyer, University of Nebraska-Lincoln; David Jones, University of Nebraska-Lincoln

Tagged Divisions

Biological & Agricultural

relationships is similar to classical methods.2. Fuzzy logic as a modeling tool is flexible. Fuzzy reasoning can be simple or complex to predict a unique numerical value for the consequence or predict a classification category of a fuzzy consequence.3. Fuzzy logic inference can be developed from the experience of a human expert. If the relationships between input and output data are well understood, rules can be readily developed to reflect this a priori knowledge. FL can mimic the human thought process to process and predict imprecise results.4. While fuzzy logic is tolerant of imprecise data, its precepts allow convergence to classical sets. Fuzzy logic can model nonlinear functions of arbitrary complexity. Fuzzy systems can

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

to discussions and Explorations. Ourlabs develop the foundational laboratory skills characteristic of many introductory biologycourses, including micropipetting, microscopy, spectrophotometry, cell culture, bacterialtransformation, PCR, restriction digest, and DNA gel electrophoresis.Lessons Learned: As we reflect on our first few years, we find that we have successfullytransitioned from a large lecture course to an active learning environment. Additionally, we haveextended the studio concept to two downstream courses: Biology II and Physiology. The changerequired significant activation energy and sustained effort as well as the considerable support ofour institution. Our involvement in the National Academies of Science Mountain West

Conference Session

Biological and Agricultural Tech Session I

Collection

2009 Annual Conference & Exposition

Authors

Ernest Tollner, University of Georgia, Athens; John Schramski, University of Georgia; Caner Kazanci, University of Georgia

Tagged Divisions

Biological & Agricultural

. al 1979). Patten and colleagues developed network environ analysis (NEA) (Patten 1978,Barber et al. 1979, Fath and Patten 1999, Fath and Borrett 2006, Schramski 2006), a formof Ecological Network Analysis (ENA), to model the networks of complex ecologicalsystems. Affording particular mathematical and ecological interpretive advantages,NEA uniquely represents objects as simultaneously participating in the dual Page 14.902.2environments of both their incoming and outgoing networks. ENA and NEA inparticular reflect the organic holism of ecological systems and are built upon adeterministic premise. Recently, various thermodynamic goal functions

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Amy L. Kaleita, Iowa State University

Tagged Divisions

Biological & Agricultural

significantly different graduationrates, both within and outside engineering.In a parallel and unpublished effort, our institution contracted with an academic analytics firm(EAB, a subdivision of The Advisory Board Company, Washington, DC) to undertake alongitudinal analysis of student success at our institution, with a focus on how examining gradesin courses reflect graduation rates by university, college, or major. The results from the EABeffort allowed individual degree programs to evaluate the linkages between course grades andstudent graduation rates. Furthermore, it allowed establishment of success thresholds in keyclasses based upon a desired graduation rate.The motivation for the work reported herein was to combine our risk-prediction efforts

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

progressing towardsexpectations. In addition, interpretations of student achievement could then be linked to the kindsof learning experiences that do or do not promote desired outcomes. Interpreting students’performance or achievement over time and sharing assessment results with students enablesstudents to understand their strengths and weaknesses and to reflect on how they need to improveover the course of their remaining studies. Assessing student learning at the end of a program orcourse of study known as summative assessment provides information about patterns of studentachievement, but without programmatic opportunity to improve achievement of assessedstudents, and without student opportunity to reflect on how to improve and demonstrate

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Matthew Verleger, Purdue University; Heidi Diefes-Dux, Purdue University; Jenna Rickus, Purdue University

Tagged Divisions

Biological & Agricultural

were now the catalyzingenzymes in the sequence and the edges were the shared products or reactants. Despite thetechnical errors in the tool, nine of the ten students were able to create the correct enzymenetwork in the module activity however these results are not reflected in the post-quiz scores.Overall, the average on the pre-quiz was 3.70, but was reduced significantly by two students whofailed to attempt the problem and thus received no partial credit. The average of the remainingeight students on the pre-quiz was 4.63. The average score on the post-quiz of those same eightstudents was only 4.13/5.00. One possible explanation is that the network given as part of themodule activity was easier than the network found on both the pre and post

Conference Session

Innovations in Biological/Agricultural Education-I

Collection

2008 Annual Conference & Exposition

Authors

Ernest Tollner, University of Georgia-Athens

Tagged Divisions

Biological & Agricultural

piqued a few years ago when a group of seniordesign students who had taken my course began working with an extension colleague on aproject involving the estimation of average annual erosion from an agricultural field. Threestudents computed three very different estimates and the variation was due to differences in theway one selects the length factor. As the instructor of the Introduction to Natural ResourcesEngineering course where the students would be expected to learn how to use the USLE, thiscaused some consternation and reflection. I asked this colleague how he would have made thecalculation, and saw quickly how students could get different answers for a typical field asshown in Figure 1.Figure 1. Typical slope lengths. Slope A- If

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

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ernest W. Tollner PE, University of Georgia; Qianqian Ma, University of Georgia; Caner Kazanci, University of Georgia

Tagged Divisions

Biological & Agricultural

particleattributes based on relationships between time and particular paths through the network taken byindividual particles.Patten and colleagues developed network environ analysis (NEA) [3, 5, 7, 19, 20], a form of EcologicalNetwork Analysis (ENA), to model the networks of complex ecological systems. Affording particularmathematical and ecological interpretive advantages, NEA uniquely represents objects as simultaneouslyparticipating in the dual environments of both their incoming and outgoing networks. NEA reflects theorganic holism of ecological systems and is by nature deterministic. Page 23.925.2Recently, Jørgensen and Nielsen [14], Fath

Conference Session

Innovations in biological and agricultural engineering education

Collection

2007 Annual Conference & Exposition

Authors

Jinglu Tan, University of Missouri

Tagged Divisions

Biological & Agricultural

interpreted in termsof process control and quality assurance. This helps remove the mystifications over anoriginally simple concept and makes the criteria easily understandable to engineers.Application of the representation helped faculty understand the criteria and facilitated theimplementation process.IntroductionThe Engineering Criteria 2000 (EC 2000) represents a major paradigm shift in engineeringprogram assessment and accreditation. The major changes are reflected in Criteria 2 and 3.Criterion 2 requires that an accredited engineering program establish a set of programeducational objectives consistent with the institutional missions and have a process in place toevaluate the objectives and the attainment of them. Criterion 3 calls for an

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

reflected their enthusiasm for science andengineering (Intrinsic Psychological). For example, students commented: ‘My motivation for studying [BE] is that I have always had a passion for the biomedical side of science. I hope to do research in viruses and diseases to help better society.’ ‘I really like the idea of working with living systems using engineering, biology (my favorite science subject), and mathematics. I also like the thought of me in the future helping out the community by doing something I enjoy.’However, many students focused solely on their potential to positively impact the world. Thesesentiments

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

the area around thebulb with reflective surfaces allowing optimal air and surface disinfection9.Basic Engineering. The next phase in the design process is to establish specifications for theequipment to be used in the proposed system. Once the students had a better understanding ofcloning chambers and the way they operate, the basic engineering phase was more of atraditional set of calculations, closer to their engineering concepts. The following items werespecified:Material selection. Plywood with proper finish can be moisture and UV resistant as well asreflect light, which are all important aspects to the system. Plywood with mortise and tenonwould eliminate the need for any extra framing. This would reduce material cost and weight.The

Conference Session

Innovations in Biological and Agricultural Engineering

Collection

2006 Annual Conference & Exposition

Authors

Adel Shirmohammadi, University of Maryland-College Park; Arthur Johnson, University of Maryland-College Park

Tagged Divisions

Biological & Agricultural

supposed to do, very well prepared and cooperativeSatisfactory Usually did what he or she was supposed to do, acceptably prepared and cooperative.Ordinary Often did what he or she was supposed to do, minimally prepared and cooperative.Marginal Sometimes failed to show up or complete tasks, rarely prepared.Deficient Often failed to show up or complete tasks, rarely prepared.Unsatisfactory Consistently failed to show up or complete tasks, unprepared.Superficial Practically no participation.No Show No participation at all.These ratings should reflect each individual’s level of participation and effort andsense of responsibility, not his or her academic ability.Team Member

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

concerning innovative material and advances inmaterial science. During one month the student’s topic was biomaterials. The portfoliosincluded six articles of the individual students choosing, an executive summary and a brief classsharing reflection of the most interesting article. Anecdotal feedback from the students was quiteexciting. As another exercise in the course a biomedical device manufacturers was contactedand a supply of their newly developed Bone cement was donated to the class. This materialoffered another opportunity to study the function, shape and material of human bone and testhow this material forms a suitable substitute. Plans for the current semester include a bonetesting lab. Portions of the exercise are shown below. The

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kumar Mallikarjunan, Virginia Tech

Tagged Divisions

Biological & Agricultural

with importance to the reflective discussions that addressed the specific learning objectives forthe laboratory exercise. These activities were made to reinforce the spiral framework within the course.The theoretical lectures were planned to coordinate the lab activities. In addition to the pre- and post-test, student’s input about the course was collected through the university course evaluation.RESULTS AND DISCUSSIONThe results from the pre-, post- test are summarized in Table 3 and 4. The data was analyzed usingpaired-t test to see the effects of the learning activities in the course. The pre-test was given in thebeginning of the course and then was administered at the end of the course. The results from theperceptions of the students in

Conference Session

Innovations in Biological/Agricultural Education-II

Collection

2008 Annual Conference & Exposition

Authors

George Meyer, University of Nebraska-Lincoln

Tagged Divisions

Biological & Agricultural

a reading was taken on totalsuspended solids in the sample based upon light scattered transmitted or reflected. The projectrequired analysis of wavelengths, calibration of sensors and error analysis.Equipment: LabJACK U12, commercial turbidity kit, photo diodes, solid state relay, water tank,and LabVIEW 8.5. Control of an Ethanol Fermentation Process (2006).A fermentation process in continuous production of ethanol requires monitoring and maintainingparameters such as temperature, pH, and flow rate. Fermentation by yeast requires optimumtemperature in the range of 37oC, and pH of 5. The temperature can be controlled by switching onor off a heater system. The pH can be controlled by adding acid or NaOH. These adjustmentshave to be done

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

the remaining tworesponses.From the survey question analysis it was ascertained that questions 1 and 3 indicated significantchanges from pre- to post-test, and questions 1, 2, and 3 showed 50% of the students respondingpositively to the module. Upon comparison of the quiz results to the pre- and post-test surveydata analysis, it was found that their performance on the first three questions of the quizconformed to their responses in the surveys. Questions pertaining to precision and accuracy andcontrolling a system, that were answered correctly by 10 out of 14 students in the quiz showedpositive response in the survey analysis. While the quiz reflected that only 7 out of 14 studentsanswered the question on sensitivity correctly, it was

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

Expositions.Freshman year: ethics instructionOne of the main objectives of the freshman introductory engineering course, taught by EngE isthat students should be able to demonstrate an understanding of professional ethics and be able toapply it to real-life situations upon the successful completion of the course. During this coursestudents watch the National Institute for Engineering Ethics’ Incident at Morales video whichintroduces ethics concepts such as making tradeoffs, public health, and differences ininternational laws. Students are required to read a chapter discussing basic moral theories and afew classic engineering case studies from a basic engineering text such as Holtzapple andReece’s Concepts in Engineering4. Additionally, students reflect on

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tammara Ramírez Apud L., Universidad de las Americas 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 Topics

Diversity

Tagged Divisions

Biological & Agricultural

problem 6 (reflect on the Food Inc. documentary). Most ofstudents were at least on level 3 of the rubric but several of them were assessed with level 4 inmany of the criteria. That means most of the 8th semester students were able to state explicitlytheir premises, for which sources of evidence (personal, written, etc.) were unimpeachable andaccepted as fact. Their arguments were separated; sequenced logically to support solution to thestated problem. Most of their conclusions were relevant to problem, support their solutions, andare related to problem needs. Finally, most of their writing was confident and clearly focused. Itheld the reader’s (evaluators) attention. Relevant details were present that enriched their writing.Final remarks

Conference Session

Biological & Agricultural Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

lourdes gazca, American University, Puebla, Mexico; Aurelio Lopez-Malo, American University, Puebla, Mexico; Enrique Palou, American University, Puebla, Mexico

Tagged Divisions

Biological & Agricultural

reading assignments.In addition, students are encouraged to write brief reflective journal entries to further solidify andreinforce their own understanding, and demonstrate that improved understanding for animproved quiz grade3.Food Chemistry (IA-332) is a course that is offered for students of sixth semester of FoodEngineering. This course was redesigned following the HPL framework to further promote aninteractive classroom while integrating multiple formative assessments by means of Tablet PCtechnologies4. It is a course that uses active and cooperative learning in everyone of its meetingsand activities. The grading scheme includes individual and group quizzes, individual and groupproblem-based exams, journal writing, peer assessments and the

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

the Subjectline for emailassignmentName=get(handles.edit1, 'String');subject=['Returned Graded ' char(assignmentName)];%Get inputpath of graded assignments from handles.browse and generate list of student names and IDSinputpath=getappdata(handles.browse, 'inputpath' );[na roster]=xlsread([cd,'\Class_Roster.xlsx']);lastname=roster(2:end,3);firstname=roster(2:end,2);blackboardID=roster(2:end,1);recipients=roster(2:end,4);% Modify these two lines to reflect% your account and password.myaddress = 'Grader@gmail.com';mypassword = 'password';setpref('Internet','E_mail',myaddress);setpref('Internet','SMTP_Server','smtp.gmail.com');setpref('Internet','SMTP_Username',myaddress);setpref('Internet','SMTP_Password',mypassword);props