Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Acree Guggemos, Colorado State University; Mostafa Khattab, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

c American Society for Engineering Education, 2015 Beyond the Industry Advisory Board: Increasing the Role of Industry Engagement to Support Program QualityAbstractDuring the last number of years, States’ support for higher education has declined significantly.Over the next decade, higher education will continue to face the challenges of state revenuefunding constraints, changes in the public perception of higher education, and the effectivenessof higher education in preparing young men and women for a career after graduation.With their natural connection to industry, engineering and construction education programs arepoised to lead the way in a new model for the future of higher education. Constructionmanagement

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University; Charles J Lesko Jr., East Carolina University

Tagged Divisions

College Industry Partnerships

educational process andprepares students for success entering a constantly-evolving professional landscape. The modelis designed to strengthen the relationship between our college and industry from four strategicdirections. • Providing faculty from engineering and technology disciplines as consultants to industry through a dedicate outreach program, the Center for Innovation in Technology and Engineering. • Generating continuous feedback through establishing relationships with industry professionals at the college and university level. • Encouraging student professional and technical development through a Career and Development Leadership Center. • Creating opportunities for students to gain valuable industry

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University; Priyanka Prajapati, LPL Financial; Pallavi Ramakanth Kowligi, Florida State University

Tagged Divisions

College Industry Partnerships

learningopportunities. This enhanced understanding not only benefits employers’ hiring practices, butalso it can help Career and Technical Education (CTE) programs improve curricula and expandlearning opportunities to best meet students’ and employers’ needs. In this study, we triangulatedindustry competency model content with rural employer perspectives on new advancedmanufacturing (AM) professionals’ desired competencies (i.e., the level of skill sophistication ina particular AM work area). To extract competencies for entry-level AM rural jobs, we used adeductive approach with multiple methods. First, we used Natural Language Processing (NLP)to extract, analyze, and compare the U.S. Department of Labor’s AM 2010 and 2020Competency Models because they reflect

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne M. Lucietto, Purdue University, West Lafayette ; Diane L. Peters, Kettering University; Meher Rusi Taleyarkhan, Purdue University, West Lafayette ; Shelly Tan, Purdue University, West Lafayette

Tagged Divisions

College Industry Partnerships

improved ability to bridge graduation and begin asuccessful career. Existing research does suggest that more industry involvement in curriculardevelopment is needed, as there is still a gap22 between what industry expects23 and what recentgraduates are perceived to deliver24. For example, the manufacturing sector has seen recentchanges in the form of digital upgrades and the addition of artificial intelligence to advancedmanufacturing25 requiring students to now be more tech-savvy to succeed in this field25.Increased involvement from industry, in this case and many others, would ultimately bebeneficial both for meeting curricular recommendations and for appropriately equippinggraduates to enter the workforce.Furthermore, evidence suggests that

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Divisions

College Industry Partnerships

sabbatical depends on at least three factors: (1) The situation in the applicant’s department,college, and university (staffing, and the institution’s emphasis on curriculum revision, newcourse development, and/or externally funded research); The availability of a site willing to hostthe faculty member, and perhaps provide funding for parts of the expenses of the sabbatical; (3)Career factors of the applicant. Such factors might include:  A shift in career emphasis  A research need (concentrated time, lab time or equipment access, collaboration, etc.) Page 26.1351.3  Time for learning a new topic or technique, for teaching or research

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Simeon Ntafos, University of Texas, Dallas

Tagged Divisions

College Industry Partnerships

the program must meet thresholds set by the academicprograms; these generally amount to having background roughly at the level of a secondsemester sophomore in the major. Assistance for job placement for graduating students ishandled by the University-wide Career Center.Q3: Have you worked (or are now working) in an industry position (other than internship)associated with your major?20% responded “Yes”, 80% “No” overall; 28% of SE Design students responded “Yes” while19% of students in UTDesign responded “Yes” . The percentage of positive responses wouldlikely be significantly higher if the positions were not restricted to be related to the student’smajor. Other sources indicate that working while going to school is pretty common and thatmost

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roy Pruett, Bluefield State College; Bruce V. Mutter, Bluefield State College

Tagged Divisions

College Industry Partnerships

university cooperativeeducation with an industry-centered approach. Our program will allow a student to complete upto four semester-long paid work experiences related to his/her major and career interests, whilestill earning a bachelor degree in four years. ARAP students would graduate on-schedule andahead of the curve.ARAP is designed to offer students the opportunity to “learn while they earn” and to:  Explore different professional positions related to their major and career interests before graduation.  Practically apply classroom knowledge and laboratory experiences in real-world problem-solving scenarios, preparing them for more advanced coursework and exciting careers of the future.  Better accomplish goals

Conference Session

CIP Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Atin K Sinha, Albany State University

Tagged Divisions

College Industry Partnerships

schoolstudents to motivate them towards an engineering career. This paper describes the programs andfeedback from the students and parents.IntroductionIt has been widely accepted that hands-on project oriented activity is more successful forunderstanding the concept and retaining knowledge in any of the Science TechnologyEngineering and Mathematics (STEM) disciplines for K-121,2 as well as university students3,4.As such private organizations and universities have collaborated in marketing new equipment /software and sponsored various contests and workshops routinely for K-12 as well asundergraduate students. Notable amongst these are the Lego-Mindstorms / Nxt robots that havewidely been used from elementary to college level students in basic

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Marina Bograd, MassBay Community College; Chitra Javdekar, Mass Bay Community College

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

 and require students to work a 9‐5 schedule for a designated period of time.  The Community College student population is often non‐traditional; many have full time jobs and family obligations that prevent them from participating in a traditional 9‐5 temporary internship.  ASEE Off‐Site Internship 2017    2  Experiential learning is important at all levels including the exposure it provides for graduate students who aspire to teach, with an opportunity to work with non‐traditional Community College students.  Mentoring non‐traditional Community College students, while working with Community College faculty, better prepares them for a future teaching career and increases

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas F. Wolff P.E., Michigan State University; Carmellia Davis-King, Michigan State University; Timothy J. Hinds, Michigan State University; Daina Briedis, Michigan State University

Tagged Divisions

College Industry Partnerships

AC 2012-4583: FOSTERING INDUSTRY ENGAGEMENT IN THE CO-CURRICULAR ASPECTS OF AN ENGINEERING LIVING-LEARNINGPROGRAMDr. Thomas F. Wolff P.E., Michigan State University Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. In this capacity, he is responsible for all activities related to student services (academic ad- ministration, advising, career planning, first-year programs, women and diversity programs, etc.) and curricular issues. He is principal investigator on several NSF grants related to retention of engineering students. As a faculty member in civil engineering, he co-teaches a large introductory course in civil engineering. His research and consulting

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Ted Song, John Brown University; Will C. Holmes, John Brown University; Kyle Andrew Crouse, John Brown University; Zachary Jordan Lee, John Brown University; Cameron Drax Geiger, John Brown University

Tagged Divisions

College Industry Partnerships

this reason, some faculty members use thisforum by asking questions to confirm the general truth for students so that students will be betterprepared for their future jobs. In addition, faculty members benefit from board members’answers in some areas that faculty members do not have expertise in, which helps facultymembers to better guide students in some specific areas of engineering.Experienced professionals are often interested in giving back to their professions and serving onan advisory board is one such way. These open forums are particularly satisfying for boardmembers who have the opportunity to give seasoned advice to those who will be entering theprofession in the near future. This includes sharing how careers can change dramatically

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven H. Billis, New York Institute of Technology; Nada Marie Anid, New York Institute of Technology; Alan Jacobs, Education Market Business Development Consulting; Ziqian Dong, New York Institute of Technology

Tagged Divisions

College Industry Partnerships

Education Core Team. Jacobs has spent his professional career committed to helping colleges and universities gain enhanced access to teaching tools and to advancing the learning opportunities available to their students. By managing and growing innova- tive education initiatives for technology companies, Jacobs has provided programs and resources to assist institutions of higher learning in preparing their students for academic and career success. Jacobs has worked in key positions for such well-known global market leaders as Autodesk, Avid Technology, and Addison-Wesley Publishing. During his career he has held positions as, among others, Director - World- wide Education, Executive Editor, Senior Product Manager, and

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

David Dylan John, Georgia Southern University; Yunfeng Chen, Georgia Southern University; Shahnam Navaee, Georgia Southern University; Weinan Gao, Georgia Southern University

Tagged Divisions

College Industry Partnerships

course delivery. These findings can provide aguide for incorporating lessons in the students’ collegiate work to further help students masterthe higher ranking skills. The study can also further strengthen the College and Industrypartnership through better preparing the students for STEM industry positions. Career centersand advisors in colleges could use the study findings to better guide the STEM studentsin selecting the proper major and tailoring their skills to the employer needs. A moreindustry aligned college education will positively contribute to economic growth and creation ofjobs.References:[1] H. Salzman, "What Shortages? The Real Evidence About the STEM Workforce," Issues in Science and Technology, pp. 58-67, 2013.[2] J

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2011 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

College Industry Partnerships

class without aninstructor and the EPICS Program scrambling to fill that slot. By developing the partnershipwith the company’s management and the EPICS Program, we are able to work together toreplace employees as they move through their careers and maintain the academic support duringthe school year. Some corporate volunteers cannot commit to a weekly meeting and they serve as designreviewers. Twice each semester, every EPICS team conducts a design review, at the midpointand end of the semester. Corporate representatives serve as the design reviewers for the teamsand provide valuable feedback to the students. Each design reviewer is given training andstandardized forms to provide feedback and the teams are scheduled so that a reviewer

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

McKenzie Caroline Lawry, Lipscomb University

Tagged Divisions

College Industry Partnerships

relationshipwith Trane in Nashville, TN. This relationship between theory at the college and practice at Trane began todevelop more heavily during the construction of the Fields Engineering Center on Lipscomb University’scampus. The Raymond B. Jones College of Engineering had a vision to make their new engineeringbuilding not only a place to host learning, but also an environment that could be used as a learning toolitself. Trane, as an engineering company with a local Nashville office that has employed Lipscombengineering students and graduates, found value in preparing students for their future careers throughexpanded learning opportunities in the classroom. The company saw a need for real-world experiments tobe conducted in a learning environment and

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bobbi J. Spencer, Texas State University; Vedaraman Sriraman, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Divisions

College Industry Partnerships

career. In academia, thus, understanding anddesigning programs to enhance professional identity is vital to the successful placement ofgraduates into industry. This study will use Higgs’ [1] definition of professional identity as aperson developing “the attitudes, beliefs and standards which support the practitioner role andthe development of an identity as a member of the profession with a clear understanding of theresponsibilities of being a… professional.”As students apply and intentionally pursue a degree in a specific discipline towards becoming aprofessional, they are acting as agents per Bandura’s [2] social cognitive theory of agency intheir own future and make decisions according to their self-reflections, identified desires

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

College Industry Partnerships

me much more aware of what is expected and desired in the engineeringfield of new engineers, and has helped me further my opportunities and personal growth.” “It has taught me a lot about what direction I would like to take my career and academiclife to potentially succeed in a professional setting.” “The skills I learned in the program directly applied to my internship and helped me feelmore prepared for my participation in industry.” “It helped me get an internship the summer after my second year which I wouldn’t havegotten otherwise. Greatly increased my professional experience.” “The ISP has made me more ready for the professional world in every sense. I feel moreconfident communicating and navigating the

Conference Session

College-Industry Partnerships Division Technical Session II: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma; Maysam Pournik, University of Oklahoma; Bryan William Bodie

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

very specific to the company. Internship and co-opprograms also prepare students and make them more “hirable”. In the current competitive environment,for both students and companies, new approaches need to be designed that support development ofcompetencies and skills needed by new graduates to be productive from start of their career.1.2 Industry and academia partnership to develop competenciesCorporations and employers have frequently pointed to a lack of professional awareness and low levels ofcommunication and teamwork skills in engineering graduates [11-14] These issues have led the U.S.Accreditation Board for Engineering and Technology (ABET) [15] to transform their accreditationcriteria from a content-based approach to an outcomes

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

mentorship program.For this 2020-2021 cohort, we changed mentorship models for the program, leaving behind atraditional one-on-one mentorship model (pairing each student with a mentor to work together fora year) and testing out what we call a “flash mentorship model.” The flash mentorship model isdesigned to facilitate short (i.e. 20-45 minute), one-time (or more, if they choose) meetings or“career conversations” between each mentee and a range of mentors, enabling students to engagein diverse mentorship experiences during the program. The students select their mentors from apool of industry professionals that we curated from the SMSE industry advisory board, theircolleagues, and select SMSE alumni. In this paper, we share our flash mentorship

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan White Stewart, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sven Schmitz, Pennsylvania State University; Alexa Kottmeyer

Tagged Divisions

College Industry Partnerships

to become more student-centered.Issues 1-4 and 6 are addressed by implementing either a Problem-Based or Project-Based Learningapproach. Issue 5, however, is a challenge we will return to later. The distinction between the twoapproaches was well differentiated by a faculty member at Aalborg University in Denmark which basesapproximately half of their curriculum in a blend of these styles [2]. The difference is in Problem-BasedLearning the faculty member plays a role of “process-oriented supervisor” and in Project-Based Learningthe faculty member plays the role of “product-oriented supervisor”[3]. In order for students to be effectivewhen they go off and apply their knowledge in their careers, they need to have both tools for independentlyand

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University

Tagged Divisions

College Industry Partnerships

employers’ desired competencies, identified employability skills valuable for entry-level technician positions. The employers who participated in this study represented the growingAM industry sub-sectors of timber, pipeline, and textiles. Our findings suggest that ruralemployers face challenges common to all AM employers: 1) the need for workplace skills, suchas a strong commitment to teamwork and ongoing professional development; and 2) difficultiesin encouraging employees’ transitions from job to career pathway, thus increasing their in-fieldpersistence. These results have implications for educational institutions that offer AM degreesand for graduates who seek rural employment in the AM field.Acknowledgements: This material is based upon work

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kai Jin, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Stephan J. Nix, Texas A&M University, Kingsville

Tagged Divisions

College Industry Partnerships

requirements [1]. The engineering graduationrate is even lower for Texas Higher Education institutions. It has also been noted that manystudents made their decision to leave an engineering major within the first two years, the periodduring which they are taking engineering prerequisites and before taking any (or many)engineering courses [2]. One of the potential reasons for this situation is that students in theirfirst two years are given little exposure to the many possibilities that an engineering career canoffer, while they are taking math and science courses taught outside of engineering departments.It suggests that few students-even those who have had some prior exposure to engineering-knowwhat engineers do, and this affects their commitment to

Conference Session

Stimulating Broader Industrial Participation in Undergraduate Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University; Joseph L. Gutenson, Western Kentucky University, Center for Water Resource Studies

Tagged Divisions

College Industry Partnerships

economic10 expertsalike. In fact, observations by T.P. Wright (1936)11, an aeronautical engineer, found that thenumber of labor hours required to produce an airframe was inversely proportional to the numberof airframes of the same type which were produced. What this means to developing wateroperators is that their educational training will function optimally if they perform tasks which aresimilar, if not the same, to those that they would perform during their careers. Therefore, theWTI program has embraced this time-tested philosophy.In effect, the WTI degree program is designed to integrate the established hands-on requirementsthat operators must meet in order to maintain their licensure with a classroom educationalcomponent, ultimately fulfilling

Conference Session

College Industry Partnerships Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

College Industry Partnerships

Paper ID #9924Outreach Activities as an Integral Part of Promotion and TenureDr. Andrew E. Jackson, East Carolina University Dr. Jackson serves as a Tenured, Full Professor in the Department of Technology Systems at ECU. He is a senior faculty member in the Industrial Engineering Technology (IET) program where he teaches a variety of IET courses, including: Production Systems Engineering and Production Planning, Engineering Economics, Human Factors Engineering, and Risk Assessment. His career spans 40 years in the fields of aviation, aerospace, defense contract engineering support, systems acquisition, academics, and

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Dylan John, Georgia Southern University; Yunfeng Chen, Georgia Southern University

Tagged Divisions

College Industry Partnerships

/ professionals were highlighted tobe the lack of experience and real world exposure, lack of entrepreneurial and business acumen,commitment, inability to write scientifically and go through a process of research andinvestigation, methodically communicate and structure proposals for action and change. Thisperspective seemed to share a relationship with another weakness that was highlighted byparticipants, which was the weakness in written and spoken communication. Some of thesupervisors highlighted that many STEM employees did not seem to show a strong desire tolearn on the job as they seemed to perceive, that they already knew everything they need to knowand also desired quick and unsubstantiated upward mobility in their careers. This desire forcareer

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Morrison, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

income distribution are ten timesas likely to become inventors as those from below-median income families [5, 6]. By 8th grade,half of students will have given up on STEM as a career [7]. Only 69.7% of high school graduatesattend college [8], and more than half of college students who declare in a STEM field will changemajors or drop out of school entirely, meaning 11% of HS graduates become qualified STEMprofessionals, and the deficit would not be met if 100% of STEM students graduated. Table 1: PISA Results for U.S. Students compared to the International Median since 2000.There are significant socio-economic barriers to growing and diversifying the STEM workforce,and outcomes highly correlate to income, educational access, race, and gender

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

College Industry Partnerships

relation to its mission to help students succeed in their nascentprofessional engineering careers. Engineering students at Detroit Mercy are required to havethree one-semester long co-ops as a graduation requirement and must seek a co-op at the end ofthe freshman year. The TTI survey is designed to help students get a better understanding ofthemselves, thus making them better prepared to communicate effectively with prospectiveemployers during the job search and interviews. The TTI survey is administered at the beginningof freshman year in order to help students answer basic questions that should be expected inemployment screening and interviews, questions such as “tell me about yourself” and “what aresome of your strengths and weaknesses?”The TTI

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon M. Fulk P.E., Purdue University-Main Campus, West Lafayette (College of Engineering); Seyedali Ghahari, Purdue University-Main Campus, West Lafayette (College of Engineering); Kyubyung Kang, Purdue University, West Lafayette (Construction Engineering and Management); Makarand Hastak P.E., Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

College Industry Partnerships

: Students in construction engineering will work in a competitive global arenaas work will (and is) abundant outside of the U.S. Globalization will become achallenge for the student in their professional careers and the instruction theyreceived should help prepare them by exposure to relevant topics and exercises(Darwish et al. 2012). Engineering students work in small groups to solve problemswhich mimic industry in a proportionate perspective. The community of practicetheory aligns well with this notion about the learners need for training associated withworking in groups (Wang 2003). Students who study the construction andengineering curriculums “learn how to develop schedules” better in the non-traditional sense by using 4D (four dimension

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy J. Jacobs, Texas A&M University; Charles E. Baukal Jr. P.E., John Zink Co. LLC

Tagged Divisions

College Industry Partnerships

in engineering,including for example: supporting professional development courses [1], motivating the ever-changing purpose of an engineer [2], offering professional certification [3, 4], providingopportunities to enhance leadership skills, particularly among women, of early career faculty(and presumably industry engineers) [5], developing important industry-oriented course contentalongside faculty [6], establishing an identity for professionals in a given field [7], continuing topromote the accessibility of engineering profession to women [8], and improving students’collegiate experiences [9]. Some organizations are actively involved in publishing papers andjournals (i.e., knowledge dissemination), developing and enforcing codes and

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deeksha Seth, Drexel University; John Joseph Carr Jr., New Jersey Academy for Aquatic Sciences; Angela D. Wenger, New Jersey Academy for Aquatic Sciences ; Lisa D. McNair, Virginia Tech; James Louis Tangorra, Drexel University

Tagged Divisions

College Industry Partnerships

, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; Page 24.286.1 writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e- portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering. c American