Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Deane Morano, University of Houston, Downtown; Vassilios Tzouanas, University of Houston, Downtown

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

BuiltEnvironment. 3(1):25-48.[13] Goodman, B. 2011. The need for a ‘sustainability curriculum’ in nurse education. Nurse Education Today.31(8):733-737.[14] Wright, M. and F. Monsour. 2015. Beyond sustainability: A context for transformative curriculumdevelopment. Transformative Dialogues: Teaching & Learning Journal. 8(2): 19 pgs.[15] Bacon, C., Mulvaney, D., Ball, T., DuPuis, M., Gliessman, S., Lipschutz, R. and A. Shakouri. 2010. Thecreation of an integrated sustainability curriculum and student praxis projects. International Journal ofSustainability in Higher Education. 12(2):193-208.[16] Allen-Gil, S., Walker, L., Thomas, G., Shevory, T. and S. Elan. 2005. Forming a community partnership toenchance education in sustainability. International

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janie M. Moore, Texas A&M University

Tagged Divisions

Biological and Agricultural Engineering

students with an opportunity tospecialize their learning in specific concentrations such as water and soil conservation, airquality, agricultural systems/power & machinery, renewable energy, and post-harvestprocessing/food engineering/bioprocess engineering. In an effort to identify distinguishingcharacteristics of a BAE, learning outcomes were mapped to specific concentrations and specificknowledge areas for the BAE curriculum at Texas A&M University. Learning outcomes havebeen viewed as the standard for measuring the knowledge, skills and attitudes a student hasobtained. Mapping of these learning outcomes could function as indicators of students’ abilitiesto perform in careers focused on their concentration and distinguish them from

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John J. Classen, North Carolina State University at Raleigh; Alison V. Deviney, Biological and Agricultural Department, North Carolina State University

Tagged Divisions

Biological and Agricultural Engineering

. Thus, the purpose of this pilot study is to examine students’ output and perceptions of a concept map and an analysis canvas utilized in an agricultural waste management course to evaluate how the studentsresponded to these tools and to identify how to improve the integration of such tools intoengineering coursework.MethodologyAgricultural Waste Management is a biological engineering course that focuses on wastemanagement strategies and technologies for different types of livestock and poultry operations.For the past ten years, this graduate course has been taught as an asynchronous distanceeducation class. An undergraduate version has only been taught once before as a separatesynchronous on-campus course using the flipped-classroom model. In

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erin Ingram, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Tammera J. Mittelstet, University of Nebraska, Lincoln; Julie Thomas, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

BBC micro:bit can be powered via battery pack (without computer interaction) allowing users tocollect data both indoors and outdoors. The BBC micro:bit is a powerful and flexible technology tool thatis suitable for use with students in grades three and up.The standards-aligned Garden TOOLS curriculum includes nine lessons requiring an estimated 15 hoursto complete. Student learning outcomes include the ability to: • Program a BBC micro:bit to collect data in an outdoor learning space. • Make informed management decisions based on assessment and analysis of data. • Integrate the BBC micro:bit and other suitable technologies into engineering design solutions to address student-identified garden challenges.To achieve these

Conference Session

Biological & Agricultural Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marybeth Lima, Louisiana State University; Nicholas Patrick Totaro, Louisiana State University

Tagged Divisions

Biological and Agricultural Engineering

learning in basic sciences and math were applied in BE, to establish acommunity of learners, and to combat retention issues. The curriculum was overhauled in partto address a lack of enrollment, and the faculty wanted to ensure that students enrolled in themajor would learn about BE in a supportive environment.The first two courses in the BE curriculum that comprise the “first year sequence” in the majorare:BE 1250 (offered each fall): 2 credit hours; 6 hrs. lab. Fundamentals of engineering design;presentation of an engineering design; graphical expression of engineering design usingcomputer-aided drafting.BE 1252 (offered each spring): 2 credit hours; 1 hr. lecture; 3 hrs. lab. Effect of variability andconstraints of biological systems on

Conference Session

Student Learning and Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catelyn A. Evans, Texas A&M University; Ezekiel Joseph McReynolds, Texas A&M University ; Hamidreza Sharifan, Texas A & M University; Janie M. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

Engineering Department. Understanding and classifying the knowledge gapsin the progression of BAE courses can lead to applying the proper integrating techniques in orderto balance and equilibrate the prospective teaching modules.Therefore, in this work we examined specific knowledge concepts considered essential withinthe curriculum at a large southwestern University’s Bio-based engineering program. Theresearch aimed to understand the level of students’ exposure to essential knowledge and suggestrecommendations for an improved comprehensive degree plan. The study used a survey in orderto evaluate knowledge areas required for discipline specific core courses by a program basedassessment of faculty who have taught through at least one academic year

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Sharifan, Texas A&M University; Janie M. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

Paper ID #29608The role of the co-curricular spaces in Engagement and success ofminority studentsDr. Hamidreza Sharifan, Texas A&M University He is a postdoctoral researcher, working on the source tracking of poly- and perfluoroalkyl substances (PFASs) chemicals in the Department of Civil and Environmental Engineering at Colorado State Univer- sity. He received his Ph.D. in Biological and Agricultural Engineering from Texas A and M University, College Station.Dr. Janie M Moore, Texas A&M University Dr. Janie McClurkin Moore is an Assistant Professor in the Biological and Agricultural Engineering Department at

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Youngmi Kim, University of Wisconsin, River Falls

Tagged Divisions

Biological and Agricultural Engineering

,” Biotechnol. Prog, vol. 22, 173-178, 2006.[9] M. Cline, and G. J. Powers, “Problem Based Learning via Open Ended Projects in Carnegie Mellon University’s Chemical Engineering Undergraduate Laboratory,” in Frontiers in Education Conference, Pittsburgh, 1997.[10] M. W. Duffrin, “Integrating Problem‐based Learning in an Introductory College Food Science Course,” Journal of Food Science Education, vol. 1, pp. 2-6, 2003.[11] T. Ramirez, and A. Lopez-Malo, “Problem-solving learning environments for an introduction to Food engineering course,” in Proceedings of the 2013 ASEE Annual Conference and Exposition, Atlanta, GA, June 23 – 26. 2013.[12] K. M. Yusof, A. A. Naziha, M. K. Azlina, S. K. S. Yusof, and Y. M. Yusof, Outcome- Based Science

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol S. Stwalley, Purdue University at West Lafayette (COE); Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin; Sarah Larose, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

American c Society for Engineering Education, 2021 Paper ID #33197Dr. Sarah E. LaRose joined the Department of Agricultural Sciences Education and Communication atPurdue University in the fall of 2018 as an Assistant Professor of Agricultural Education. She earneda Bachelor of Science in Animal Science and a Master of Arts in Curriculum and Instruction from theUniversity of Connecticut, and her Ph.D. in Agricultural Education and Communication from the Uni-versity of Florida. Dr. LaRose has over 13 years of experience in agricultural education in secondaryand postsecondary settings. Since joining the faculty at

Conference Session

Incorporating the Community into the Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ann D. Christy P.E., Ohio State University; Tara Gupte Wilson, Ohio State University; Owen J. Meehl, Ohio State University

Tagged Divisions

Biological and Agricultural Engineering

5semester for their final design.I recommend explicitly communicating that a team’s design does not necessarily have to work atevery possible temperature. This may result in multiple solutions which dovetail together to moreeffectively meet the range of cooling needs at the mobile food bank. For instance, one team maydesign a system which works well up to 100 degrees, and another team may have generated asolution which is only appropriate for 100 degrees or higher. These two systems would likelyintegrate nicely.It would be interesting to integrate this design project into the capstone curriculum in some way.For example, one of the teams could be eligible to continue their design the following year astheir capstone project. This could serve as an

Conference Session

Student Learning and Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

J. Martin Chernosky, Texas A&M University; Sunay Palsole, Texas A&M University; Valentini A. Pappa, Texas A&M University; Jeffrey D. Sammons, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

Paper ID #26684Does Student Satisfaction Equal Learning? A Differentiated Design Strategyfor Course Improvement: Lessons Learned from Learning Outcomes andGrade DistributionDr. J. Martin Chernosky, Texas A&M University J.Martin Chernosky is the Learning Architect for the Studio of Advanced Instruction and Learning for the College of Engineering at Texas A&M University. He earned a B.A. in Education, an M.Ed. in Adult Learning and Technology from Western Governors University, and an Ed.D. in Educational Leadership from the American College of Education. With over 25 years in dynamic adult education settings ranging

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan C. Rice, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Deepak R. Keshwani, University of Nebraska, Lincoln

Tagged Divisions

Biological and Agricultural Engineering

curriculum was not givenbefore or after gameplay to ensure all findings could be linked back to the game content.2.2. Sample Youth were recruited from a rural school district with a K-12 population of 160 students.Total sample size was four students consisting of three boys grades 7 – 8 and one girl grade 9 –12. All students were white Caucasian and grew up with an agricultural background (directfamily ties to ranching or farming). The activity took place during an optional school day wherestudents were offered a variety of hands-on activities. Students had to get parental consent totake part in the study. The study was given exemption status by University of Nebraska –LincolnInstitutional Review Board (IRB #: 20181018564EP). The