Displaying all 19 results
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- College Industry Partnerships Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mohammad Al Mestiraihi, Utah State University; Kurt Henry Becker, Utah State University ; R. Ryan Dupont, Utah State University; David K. Stevens, Utah State University
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material is based upon work supported by the United States Agency forInternational Development (USAID) under Grant No. USAID-Egypt NFO:72026318RFA00002. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect USAID's views.References[1] J. Yang, C. Schneller, and S. Roche, The role of higher education in promoting lifelong learning. UNESCO Institute for Lifelong Learning in Hamburg, 2015.[2] B. Karleuša, A. Deluka-Tibljaš, N. Ožanić, and S. Ilić, "The Role of Higher Education in Developing Awareness about Water Management," in 11th International Symposium on Water Management and Hydraulic Engineering-WMHE 2009, 2009.[3] S. S. Ashraf, S
- Conference Session
- College Industry Partnerships Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University; Elizabeth Glass, Northern Arizona University
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quantitative methods, descriptive and t-test, to analyze studentconfidence (instead of preparedness).Students provided responses to the prompt “Give a brief description of the experiences you havefound most influential in your career choice(s).” Participants were able to respond to thisquestion up to four times if they had or wanted to list more than one experience. The maximumresponse count was 171 for the first experience listed, which can be argued as possibly the mostimpactful experience on students' professional identity.The responses for the prompt were analyzed using thematic analysis [26]. A single coder initiallyconducted the analysis of the responses, starting with a set of a priori codes that came from thedevelopment team’s vision of the
- Conference Session
- College Industry Partnerships Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jen Symons, University of Portland; Kate Rohl, University of Portland
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capstone program will be focused toward increasingstudent engagement to promote project success. This work has reaffirmed that one mechanism toincrease student engagement is through engagement of our faculty. The authors encourage otherinstitutions to consider faculty engagement within their capstone programs and to share theirfindings with the engineering education community.References[1] J. Goldberg, V. Cariapa, G. Corliss, and K. Kaiser, “Benefits of industry involvement in multidisciplinary capstone design courses,” Int. J. Eng. Educ., 2014.[2] J. L. Ray, “Industry-academic partnerships for successful capstone projects,” in Proceedings - Frontiers in Education Conference, FIE, 2003.[3] J. S. Lamancusa, J. L. Zayas, A. L
- Conference Session
- College Industry Partnerships Division Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Wei Yao, Zhejiang University; Shunshun Hu, Zhejiang University; Zhaowei Chu, Zhejiang University; Bifeng Zhang, Zhejiang University
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universities did not actively cooperate with enterprises in internationalcooperation. After the initial setback, the Chinese government guided the universities to buildthe B&R at 2015, therefore the universities and enterprises collaboration has graduallyemerged, like through building alliances, to promote the prosperity of B&R.Universities provide training for enterprises to help enterprise’ managers learningmanagement knowledge and professional knowledgeEducation will be critical to the project’ s success. It is essential for the specialist training ofengineers engaged in the work.[8] We found that the eleven subject companies all haveemployee exchange and training programs. The China Civil Engineering ConstructionCorporation, for example
- Conference Session
- College Industry Partnerships Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Nitzan Navick, California State University, Channel Islands; Megan Kenny Feister, CSUCI
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informational limbo”. International Journal ofInformation Management, 34(6), 770–779.[3] S. Borgatti, M. Everett, and L. Freeman, 2002. Ucinet 6 for Windows: Software forSocial Network Analysis. Harvard, MA: Analytic Technologies.[4] C.Chiu, M. Hsu, & E. T. Wang, (2006). “Understanding knowledge sharing in virtualcommunities: An integration of social capital and social cognitive theories”. DecisionSupport Systems, 42(3), 1872–1888.[5] M. Granovetter, (1973). "The Strength of Weak Ties," American Journal ofSociology, 78, 1360-1380.[6] A. Healy, & J. Offenberg, (2007). “Overconfidence, social groups, and gender:Evidence from the lab and field.” http://myweb.lmu.edu/jpate/overconfidence.pdf.[7] S. Schulz-Hardt, D. Frey, C. Lüthgens, S. Moscovici
- Conference Session
- College Industry Partnerships Division Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Hang Zhang, Beihang University; Ming Li, Beijing Foreign Studies University
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- College Industry Partnerships
- Conference Session
- College Industry Partnerships Division Technical Session III: Collaboration
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- 2016 ASEE Annual Conference & Exposition
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- Waddah Akili, Iowa State University
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their hands dirty Trained to work as individuals. No experience working in teams Do not have the desire and/or the skills to do their own search or learn on their ownTable 2. An Industry Perception of Weaknesses in New Graduates of Gulf Region’s Eng.CollegesTo try to understand today’s state of engineering education in the Region, it is important to cometo grip with the challenge that the Region’s pre-university educational systems are facing today.Pre-University Education in the Gulf Region: The most significant change in the pre-universitysystems occurred in the decades of the 70’s and 80’s, as a direct result of the substantial wealthderived from oil revenues, which have found its way to the Region. Public schools, in
- Conference Session
- College Industry Partnerships Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Marissa H. Forbes, University of San Diego; Chell A. Roberts, University of San Diego
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each switch to theirrespective next room (we numbered the rooms) for a three-minute conversation with the nextmentor. After the students were with their second mentor, we broadcasted the next conversationprompt. We did a total of five rounds, so that by the end of the session, each student had spokento five mentors. We used the following conversation prompts for each round: 1) Which would you choose? And, why? ● Option A: one year with Oprah ● Option B: one year with Bill Gates ● Option C: $1,000,000 2) Exchange your career hopes. 3) Share about an academic or professional experience you are proud of. 4) In what positive way(s) have you grown and changed during the shelter-at-home experience? (The kickoff
- Conference Session
- College Industry Partnerships Division Technical Session 1
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- 2018 ASEE Annual Conference & Exposition
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- Paul K. Andersen, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Jalal Rastegary, New Mexico State University; Christopher Campbell, New Mexico State University
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the Paseo Del Norte border region.References[1] Environmental Protection Agency, "Pollution Prevention (P2)," 16 November 2017. [Online]. Available: https://www.epa.gov/p2. [Accessed 14 December 2017].[2] Environmental Protection Agency, "Grant Programs for Pollution Prevention, Grant Results," 4 August 2017. [Online]. Available: https://www.epa.gov/p2/grant-programs- pollution-prevention#result. [Accessed 30 January 2018].[3] Environmental Protection Agency, "Greem Chemistry," 5 December 2017. [Online]. Available: https://www.epa.gov/greenchemistry. [Accessed 29 January 2018].[4] S. Dasgupta, H. Hettige and D. Wheeler, "What improves environmental compliance? Evidence from Mexican industry," Journal of Environmental Economics
- Conference Session
- College Industry Partnerships Division Technical Session III: Collaboration
- Collection
- 2016 ASEE Annual Conference & Exposition
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- Duncan J Bremner, University of Glasgow; Kathleen Meehan, University of Glasgow; Yangyang Liu, University of Electronic Science and Technology of China; Xingang Liu, University of Electronic Science and Technology of China
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R. J. Puerzer, “The Smaller Engineering School and its Industrial Advisory Board; An Effective Partnership?,” in ASEE /IEEE Frontiers in Education Conference, Boston, MA, 2002.[3] R. Greenlaw, “Setting Up and Maintaining A Strong Industrial Advisory,” Journal of Scientific and Practical Computing, vol. 3, no. 2, pp. 23-34, 2009.[4] S. R. Genheimer, “The Effectiveness of Industry Advisory Boards in Engineering Education,” University of Oklahoma Graduate College (PhD Thesis), Oklahoma, 2007.[5] D. J. Bremner, “Analysing the IoT Ecosystem: the Barriers to Commercial Traction,” in Embedded World 2016, Nurenberg, 2016.[6] M. E. Porter, “The Five Competitive Forces that Shape Strategy,” Harvard Business Review, vol. 86
- Conference Session
- College Industry Partnerships Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shuvra Das, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; Eric T. Gehrig, Target Training International, Ltd.; Ron Bonnstetter
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- College Industry Partnerships
- Conference Session
- College-Industry Partnerships Division Technical Session II: Curriculum
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- 2016 ASEE Annual Conference & Exposition
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- David Schmueser, Clemson University
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solid model initially provided by the OEM (which wasmade purposefully deficient to illustrate the effect of poor modeling) and incorrectly predicted thefailed component(s). The next instructional phase was in experimental setup, nondestructivemeasurement techniques, data acquisition systems, and analysis of experimental data. This led tostudents running destructive experiments on real OEM assemblies in the lab, and discovering thattheir predictions did not match reality. We took advantage of the teaching opportunity to illustratethe effect of problem setup in meshing the solid models; students corrected and optimized theirmodel and were able to correctly predict the failed component. This exactly mirrors what happensin the OEM’s own labs.The
- Conference Session
- College Industry Partnerships Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy
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- College Industry Partnerships
- Conference Session
- College-Industry Partnerships Division Technical Session II: Curriculum
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- 2016 ASEE Annual Conference & Exposition
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- Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma; Maysam Pournik, University of Oklahoma; Bryan William Bodie
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. Washington, D.C.: National Academy of Sciences.[6] Business Roundtable, 2005, Tapping America’s Potential: The Education for Innovation Initiative. Business Roundtable: Washington, D.C.[7] Blue, C.E., Blevins, L.G., Carriere, P., Gabriele, G., Leader), S.K.G., Rao, V. and Ulsoy, G., 2005, The Engineering Workforce: Current State, Issues, and Recommendations. Final Report to the Assistant Director of Engineering. National Science Foundation: Arlington, VA.[8] Lang, J.D., Cruse, S., McVey, F.D. and McMasters, J., 1998, “Industry Expectations of New Engineers: A Survey to Assist Curriculum Designers.” Journal of Engineering Education. 88(1): p. 43-51.[9] Chubin, D.E., May, G.S. and Babco, E.L., 2005, “Diversifying the Engineering
- Conference Session
- College Industry Partnerships Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- Waddah Akili, Iowa State University
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- Diversity
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enrolled in the class seeking their opinions, evaluations,and any comment(s) they may wish to offer. Twenty six out of a total of 30 students returned the“questionnaire” on time! The opinions expressed and comments made were, by and large,positive to say the least. After regrouping, and rephrasing to correct the English language; thecomments offered by the ex- students, could be summarized as follows: The adjunct was easy to approach every time and every where, and was always helpful, His input into the course has dramatically improved students’ understanding of the material, enlivened the experience, and made the course more meaningful, Many students felt that the adjunct faculty was eminently qualified to teach
- Conference Session
- College Industry Partnerships Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Eric G. Barnfather Jr., Purdue University at West Lafayette ; Kelly A. McFall, Purdue University at West Lafayette ; Anne M. Lucietto, Purdue University at West Lafayette
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://www.jstor.org/stable/2782506[19] S. Maravilhas, J. Martins, “Strategic knowledge management in a digital environment: Tacit and explicit knowledge in Fab Labs,” Journal of Business Research, Volume 94, 2019, Pages 353-359, ISSN 0148-2963, https://doi.org/10.1016/j.jbusres.2018.01.061.[20] K. Sunder Raj, "Knowledge Management in Managing/Optimizing Performance of Power Generating Assets." Proceedings of the ASME 2017 Power Conference Joint With ICOPE-17 collocated with the ASME 2017 11th International Conference on Energy Sustainability, the ASME 2017 15th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2017 Nuclear Forum. Charlotte, North Carolina, USA. June 26–30
- Conference Session
- College Industry Partnerships Division Technical Session 1
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- 2017 ASEE Annual Conference & Exposition
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- Ibrahim F. Zeid, Northeastern University; Marina Bograd, MassBay Community College; Chitra Javdekar, Mass Bay Community College
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build a professional network with the possibility of future employment. A potential long‐term benefit of this experience could be an increased number of off‐site internships. After past interns see the benefit of the program, they may offer similar opportunities to future interns, thus continuing to influence future curriculum, mentorship and ultimately ensuring an industry‐ready student pipeline. Acknowledgement This work is supported by the National Science Foundation under grant numbers DUE‐1407160. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. References
- Conference Session
- College Industry Partnerships Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Tuoyu Li, Zhejiang University; Zicong Zhao, Zhejiang University; Yujie Wang, Zhejiang University; Chen Li, Zhejiang University
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- College Industry Partnerships
- Conference Session
- College Industry Partnerships Division Technical Session 3
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- 2019 ASEE Annual Conference & Exposition
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- Matthew Morrison, University of Notre Dame
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exchange of ideasbetween all participants. Annually implementation of outcomes will create a feedback loop,cultivating continuous growth of research and educational excellence.There currently exist several transdisciplinary NSF programs, such as REU and RET Sites, S-STEM, STEM+C, STELAR, INCLUDES and ITEST, which integrate STEM teaching, learning,and research for preK-post secondary students in formal and informal settings. The vision of theSTEM Culture of Excellence Center is to extend these programs by simultaneously bringingknowledge and innovation to school districts and community colleges, as well as broadeningparticipation, by supporting active research and mentorship opportunities between teachers, HS,UG, and graduate scholars, and provide