Displaying all 10 results
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- College Industry Partnerships Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Logan Andrew Perry, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University
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. Jeremi S. London, Virginia Polytechnic Institute and State University Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University. American c Society for Engineering Education, 2021 The Transfer of Learning Between
- Conference Session
- College Industry Partnerships Division Poster Session
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- David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy
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descriptors (Dominance D, Influencing I, Steadiness S and Compliance C)described in table A1 of the Appendix, are probably the most revealing as far as creating anarrative of the emerging typologies associated with the three clusters. Figure 3 shows theranking of the DISC parameters for the three clusters. Figure 3 – The mean DISC rankings for the three distinct clusters.The DISC ranking has associated word descriptors that further illustrate the associated behaviors.These word descriptors are given for the DISC variables and for the three clusters in Table 2. Table 2 – Word descriptors of the four DISC traits for the three clusters Dominance Influencing Steadiness Compliance
- Conference Session
- 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 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shruti Misra, Unviersity of Washington; Denise Wilson, University of Washington
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Presentations 2. Somewhat disagree receiving/providing feedback on Feedback Likert Scale 3. Somewhat agree presentations 4. Strongly agree guidance from faculty mentor(s) Faculty guidance from capstone instructor Instructor guidance from industry mentor(s) Industry guidance from capstone TAs TA participating in TA-led mixers Mixers This capstone experience has helped me learn what I had hoped to
- 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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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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searched articlesas well as aritcles which cited certain works were also reviewed for relevancy. Lastly, referenceswere further filtered towards those with dates from the past ten years in order to include the mostup-to-date literature. However, a few references prior to the ten year cutoff were used due torelevancy and lack of research within the ten year span.Research PartnershipsThe importance of research involving industry-academia collaboration was recognized as earlyas the late 1990’s, especially in software and computer science2. Professionals in both industryand academia realized that they had to cooperate to solve issues inherent to their workenvironments. Studies continue to focus on the computing field3, which is linked to a
- 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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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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- Diversity
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- College Industry Partnerships
- Conference Session
- College Industry Partnerships Division Poster Session
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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 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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students to manufacturing: Best practices guide and resources. [Online] Available: https://portal.ct.gov/-/media/SDE/Connecticut-Apprenticeship-and-Education- Committee/2018--Manufacturing-Guidelines.pdf[9] (2019). Advanced Manufacturing Toolkit - ManufacturingToolkit.pdf. [Online] Available: https://educateiowa.gov/sites/files/ed/documents/ManufacturingToolkit.pdf[10] (2017). America's next manufacturing workforce: Promising practices in education and skills building. [Online] Available: https://deepblue.lib.umich.edu/bitstream/handle/2027.42/145154/WorkforceReport_Final.pdf ?sequence=1&isAllowed=y[11] S. Killi, W. Kempton, and A. Morrison, "Developing an experiential learning model for Additive