Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deepak R Keshwani, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Logan Ryan Newman, University of Nebraska, Lincoln; Rachel Ibach, University of Nebraska - Lincoln; Taryn King, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

conceptualized from a longitudinal study of a scholar’s program atthree different universities in the state of Nebraska. A department faculty member was part of amulti-year institutional professional learning community (PLC) that explored the scale-up andscale-out of this model. Based on their experience from the PLC, this model was used in thedevelopment of the department’s overall student services ethos and in the specificimplementation of two initiatives: 1) hybrid advising/mentoring model, and 2) peer-mentoringprogram. This practice paper provides an overview of the ecological validation model andpresents our approach to implementing these initiatives. We also reflect on challenges and futureopportunities including long-term sustainability and

Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hector Palala, University of Nebraska, Lincoln; Amy Millmier Schmidt, University of Nebraska, Lincoln; Mara Zelt, University of Nebraska, Lincoln; Bethany Zelt, University of Nebraska, Lincoln; Andrew Stiven Ortiz Balsero, University of Nebraska, Lincoln; Maria Jose Oviedo Ventura, Cornell University

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Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

one hour twice weekly summer school programfor students who had recently finished 3rd grade using this curriculum.This reflection examines the experiences of curriculum designers and instructors during the firstuse of the materials to understand the efficacy of the curriculum to meet key learning objectivesrelated to AMR. This case study reflection also examines the quality of student engagement andease of use to instructors for interactive components developed in this curriculum, like animatedvideos and hands-on activities. All the data and insights presented in this paper are based on theperspectives and feedback provided by iAMResponsible™ team members who developed thecurriculum, summer program instructor, student teaching assistants, and

Conference Session

Engineering education issues relevant to agricultural, biological and ecological engineering-Part 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hector Palala, University of Nebraska, Lincoln; Heydi Han, University of Nebraska, Lincoln; Juan Carlos Ramos Tanchez, Cornell University; Boanerges Elias Bamaca, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

. The goal of these discussions is togather detailed information about how they use multiple languages and technology in labs, with afocus on how they communicate and understand tasks. Following these discussions, we holdreflection meetings to go over and confirm the details gathered from the interviews. The findingsfrom these interviews will help us think about how to make future classroom experiences bettersuited for graduate student assistants from different language backgrounds. In December 2023,during our reflection meetings, we took a close look at our own experiences. Hector led grouptalks and interviews to study our experiences, especially the cultural parts in our life stories andresearch. We found important topics and patterns. Hector

Conference Session

Strategies and/or Approaches to Engage Students in Agricultural, Biological, or Similarly Named Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucie Guertault, North Carolina State University

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Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

course in Fall 2023. In addition to the survey questions,students were invited to answer open-ended questions about the positive aspects of the courseand to write a reflection after the meet and greet event. The survey questions are presented inTable 1. The sense of belonging questions were adapted from the Sense of Belonging to MathScale by Good et al. [16], and the motivation question was taken from the MUSIC model byJones [6]. Table 1. Survey items related to students’ interests, motivation and sense of belongingMeasurement Survey Questions Answers Time of CollectionInterests How much are you currently Likert scale • FALL 22 END interested in

Conference Session

Strategies and/or Approaches to Engage Students in Agricultural, Biological, or Similarly Named Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madhumi Mitra Ph.D., University of Maryland, Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Jesu Raj Pandya, University of Maryland, Eastern Shore

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Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

fromcomputer science (University of Maryland Baltimore County) participated in the sustainablerobotic agriculture project and worked closely with undergraduates in Agriculture and Engineeringmajors from the home institution to assist with setting up experiments; collecting and analyzingdata. The students were required to submit a short report reflecting on the experience and resultsof the findings. During the entire academic year, there were 5 students (2 as a part of theirundergraduate research experience; and 3 as part of their paid assistantships) participated in thisproject. Out of the six students; two were from general engineering majors; one from agriculturemajor; one from computer science major; and two were from Biology majors.2.2 Farmbots

Conference Session

Biological & Agricultural Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heydi Han, University of Nebraska, Lincoln; Hector Palala, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Deepak R. Keshwani, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

workplace. Figure 2.d. shows that students considered that working in thelaboratory helped them the most to develop teamwork skills. Responses included the followingcomments: “We fell into our natural group roles”, “My work was valued”, “I have been able towork with peers who have different strengths, and we learned to use our strengths to completethe lab.”Figure 2.e, shows that challenges this semester were tied to academics and life balance. Asignificant number of responses reflected on the difficulties of developing healthy study habits.Students usually have to balance their academic load, roles in other social clubs, work, personallife, etc. However, although challenges pointed to the academic topics, figure 2.f. shows thatstudents felt they

Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trisha Moore, Kansas State University; James Randall Etheridge; Glenn Thomas Dale; Sara Winnike McMillan, Iowa State University of Science and Technology; Niroj Aryal; David Austin; Theresa Thompson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

level of learning needed to apply identified knowledge areas to thecorresponding step of the design process at the undergraduate level. This process was firstcompleted by a committee composed of AEES members from academia and industry withexpertise in one or more of the application areas. After an application area was completed, it wasshared with at least two external reviewers with expertise in the application for feedback.Whenever possible, external reviewers with industry experience were targeted to ensure that theknowledge, skills, and abilities as well as expected cognitive levels reflected what potentialemployers of EcoE graduates expected of new hires. Comments from external reviewers were thenincorporated by the committee of AEES