Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

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Diversity

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Community Engagement Division

product. Another problematicassumption made in the students’ economic proposal was that what works under consumercapitalism in the U.S., where a high percentage of the population has expendable income, wouldwork in the very different economic circumstances of Nicaragua. The project was ultimatelystalled at the proposal stage because of disagreement about this point.By the time they reach their senior capstone, engineering students have often had few- if any-courses that require them to consider empathic approaches to designing for a client orcommunity whose racial, ethnic, national, socioeconomic, or other demographic backgrounddiffers from their own. This experience gap is reflected when students don’t have the tools tounderstand the needs of

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Sours, Ohio State University; Michael J. Hagenberger, Ohio State University

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Diversity

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Community Engagement Division

Capstone course sequence was created to meet the increasing student demand for projectswith a humanitarian engineering context and to develop the global competencies required for studentsto successfully complete these projects. The demand was created due to the number of OSU studentspursing a Humanitarian Engineering Minor and/or the Global Option distinction. Students in theseprograms are required to participate in a capstone design experience that involves a global orhumanitarian focus.This paper will: 1. outline the Global Capstone course sequence development process, 2. describe the structure and learning outcomes of the Global Capstone course, 3. reflect on the challenges associated with managing a program focused on complex real

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Queen Retherford, University of Tennessee, Knoxville; Kelly Summerford Ellenburg, The University of Tennessee, Knoxville

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Diversity

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Community Engagement Division

Paper ID #16049Impacts of a University-wide Service Learning Program on a Senior Under-graduate Capstone CourseDr. Jennifer Queen Retherford, University of Tennessee, Knoxville Dr. Retherford is an alumna of the University of Nebraska, Omaha, and received her graduate degrees from Vanderbilt University. She currently teaches a variety of courses supporting the department of Civil & Environmental Engineering at the University of Tennessee. Among many structural engineer- ing courses, Dr. Retherford manages the Senior Design Project course for all undergraduate seniors.Kelly Summerford Ellenburg, The University of Tennessee

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shoshanah Cohen, Stanford University; Jeff Wood, Stanford University

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Diversity

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Community Engagement Division

Paper ID #34139Engagement in Practice: Creating an Enduring Partnership in a MechanicalEngineering Capstone CourseMs. Shoshanah Cohen, Stanford University Shoshanah Cohen is the Director of Community Engaged Learning for Engineering and Lecturer in Me- chanical Engineering at Stanford University. She has more than 20 years of industry experience managing complex supply chain projects; her teaching focuses on experiential project-based operations courses. Shoshanah is actively engaged in local community organizations focused on public education and services for underserved students. She is a passionate advocate for girls in

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

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Diversity

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

. Acciaioli, "Improving the success of “bottom-up” development work by acknowledging the dynamics among stakeholders: a case study from an Engineers Without Borders water supply project in Tenganan, Indonesia," Water Science and Technology, vol. 59, no. 2, pp. 279-287, 2009.[5] A. Wittig, "Implementing Problem Based Learning through Engineers without Borders Student Projects," Advances in Engineering Education, vol. 3, no. 4, p. n4, 2013.[6] A. R. Bielefeldt, M. M. Dewoolkar, K. M. Caves, B. W. Berdanier, and K. G. Paterson, "Diverse models for incorporating service projects into engineering capstone design courses," International Journal of Engineering Education, vol. 27, no. 6, p. 1206, 2011.[7] D. Akbar

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

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Diversity

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Community Engagement Division

attach to their helmets or shirts.• For mine tailings remediation, students developed a conceptual design to use remediated tailings as raw material to make construction bricks.• For miner’s safety and health, students identified a number of ergonomic backpack designs to minimize back injuries when carrying ore out of mine shaftsEDNS 491-92 Engineering for Community Development (ECD) Capstone Design Studio. Tocontinue addressing the problems associated with design for industry mentioned above, wedeveloped a design studio environment inside of our university’s Capstone Design course thatallows us to bring in multiple ECD projects at the same time, requiring different time frames fortheir completion, and different skill sets required

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shannon M. Kellam; Guthrie J. Boleneus, Eastern Washington University; Jacob Stewart; Donald C. Richter P.E., Eastern Washington University; B. Matthew Michaelis, Eastern Washington University; Robert E. Gerlick, Eastern Washington University

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Diversity

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Community Engagement Division

, CAD, and Capstone Design. c American Society for Engineering Education, 2019 An Undergraduate Engineering Service-Learning Project Involving 3D-Printed Prosthetic Hands for Children ABSTRACTThis paper describes a service-learning project in our mechanical engineering program in whichstudents 3D print and build prosthetic arms and hands for children in need within the community.Three engineering students worked with three faculty members to adapt 3D models currentlyavailable through the E-NABLE organization’s website. The children involved typically have alimb missing either below the wrist or below the elbow. The 3D printed device provides a

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd France, Ohio Northern University

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Diversity

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Community Engagement Division

proficiency with tools such as a 3D printer, laser cutter, CNC router, solderingiron, and SolidWorks. Interestingly, although enhanced fabrication skills was a key learningobjective, no students indicated that this was a primary reason to enroll in the course, nor didthey view fabrication skills as directly benefitting them in either college coursework or in theengineering profession. Although they believed the construction experience might help with asenior capstone project, they saw fabrication as disparate from engineering practice, which theyviewed as heavily focused on theory and application. Rather, they believed the soft skillsembedded in the project – such as time management, scheduling, and communication – were thekey takeaways for

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh; Sina Arjmand, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

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Diversity

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Community Engagement Division

Paper ID #15776Comparison of Students’ Outcome to Different Types of Project Based Ser-vice Learning Experiences for CEE Senior DesignDr. Dan Budny P.E., University of Pittsburgh Dr. Dan Budny joined the University of Pittsburgh faculty as Academic Director of the Freshman Pro- grams and an Associate Professor in Civil Engineering in January 2000. Prior to that time he served as Associate Professor of Civil Engineering and Freshman Programs at Purdue University. He holds a B.S. and M.S. degree from Michigan Technological University, and an M.S. and Ph.D. degree from Michigan State University. His research has focused on

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

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Diversity

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Community Engagement Division

Paper ID #11739Impacts of Service-Learning Projects on the Technical and Professional En-gineering Confidence of First Year Engineering StudentsDr. Matthew Siniawski, Loyola Marymount University Dr. Matthew T. Siniawski is an Associate Professor in the Department of Mechanical Engineering at Loyola Marymount University. He has advised over 40 different senior capstone project design teams since 2004, and is particularly interested in the design of assistive devices for children with disabilities. He is a an active proponent of service-learning and is interested in understanding how such experiences impact the technical

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Callie J. Miller, James Madison University; Jason Forsyth, James Madison University; Shraddha Joshi, James Madison University; Kyle G. Gipson, James Madison University

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Diversity

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Community Engagement Division

practitioners to increase exercise adherence and clinical evaluation.Dr. Shraddha Joshi, James Madison University Shraddha Joshi earned her Ph.D. in Mechanical Engineering from Clemson University with her research focused on understanding the role of requirements in engineering design by novices. Dr. Joshi received her MS in mechanical engineering from Clemson University and her BE in mechanical engineering from Nirma University, India. At Clemson, Dr. Joshi has worked on multiple industry sponsored research projects (Michelin tweel –low rolling resistance for non-pneumatic tires, IFAI ballast friction testing project). She was actively involved in mentoring and advising Capstone design projects. She has ad- vised over

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon S. Field, University of Southern Indiana; Adam Giles Tennant; David J. Ellert PE, University of Southern Indiana

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Diversity

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Community Engagement Division

manufacturing analysis as a capstone design project. Fortheir project, they developed the design of a flexible work cell that could be used to produce themodular units for multiple houses that would make up the MAGIC village. The work cell wouldallow rapid production and assembly but still leave some degree of customization options, to beselected by the residents.The construction site of the house in the middle of campus was easily accessed during and priorto construction; this allowed the students more opportunities than they would have been for atypical building project. A Soil Mechanics class took advantage of this by taking soil samplesthat were analyzed using the same techniques included in the laboratory portion of the class, butwith a tangible

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Smith, Australian National University; Jennifer Patricia Turner, Engineers Without Borders Australia ; Nick John Brown, Engineers Without Borders Australia; Joli Price, Engineers Without Borders Australia

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Diversity

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Community Engagement Division

educationinitiatives and service-learning opportunities are developed and supported by EWB Australia(EWB-A). These include the EWB Challenge, an embedded first year coursework program,and the Undergraduate Research Program, providing service-learning projects for later yearindividual or group work. These represent the extremes of an undergraduate degree, leavinga significant gap in the program for a student interested in humanitarian engineering. Inaddition, it was observed that students undertaking a final year project often did not have arelevant background in development or people-centred approaches. Without this, studentsoften took a strong technical focus in their final year capstone project, often at the expense ofother contextual or people-centred

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University

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Diversity

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Community Engagement Division

academic content. It is important that the work is done in partnership with thecommunity, and not for the community, in a way that is truly reciprocal. Finally, students mustreflect on their work before, during and after the experience to process, contextualize, anddeepen their learning.While community engagement projects have been primarily incorporated into first-yearcurriculum as well as senior design capstone experiences, there continues to be growth in the useof this pedagogy across the entire undergraduate engineering experience [3]. Communityengagement projects also occur in extracurricular settings, for example through participation instudent clubs such as Engineers Without Borders [4].The benefits of community engaged learning for course

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole M. Smith, Colorado School of Mines; Benjamin A Teschner, Colorado School of Mines; Robin Bullock, Colorado School of Mines

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Diversity

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Community Engagement Division

projects into two design courses at Mines and assessthe ways in which HCD protocols, which included significant stakeholder engagementcomponents, impacted students’ understandings of sustainable development and their perceptionsof their roles in sustainable development initiatives. One of the selected courses was, Projects forPeople, and the other was the College of Engineering and Computer Science (CECS) SeniorDesign Capstone course. The courses were chosen because of their focus on applying HCDprotocols, as well as the instructors’ willingness to participate in the project. Also, both of thecourses are required for students enrolled in the Humanitarian Engineering (HE) minor. The HEprogram, home to the HE minor, began at Mines in 2006 with the

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College; Lawrence Machia, Saint Vincent College

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Diversity

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Community Engagement Division

higher enrollments in subsequent years. Secondly, itwould offer our students a chance to work on a real-world engineering design problem thatwould make a lasting impact on the community. Along with the transport course, the potentialwould exist for students to complete their capstone design project by continuing their work onthe evaporator. For the syrup-making program, the main benefit would be an evaporator withimproved efficiency and/or safety, making the syrup production process easier and more flexible.They would also gain some insight into how the engineering field views the world, andpotentially increase their technical and scientific literacy. This could help to improve otheraspects of production not specifically addressed by the student

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)

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Diversity

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Community Engagement Division

- Engineering Innovation - Ideas for social enterprises created by the students; • Any year - Work Experience or internships with community-based organizations or social enterprises; • Year 3 or 4 - Engineering for a Humanitarian Context course as a dedicated elective subject; • Year 4 - Systems Engineering Project (1 semester) and Individual Research Project (2 semesters) - both involve service learning and external partners, the former with a group capstone project, the latter, with research to development or humanitarian contexts.Engineering for a Humanitarian Context (EfaHC). Although the student may participate in HEdriven activities in all years, just one elective course is specific to the subject of HE, the

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University

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Diversity

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Community Engagement Division

installation requirements (e.g. when design doesn’tmeet reality). Overall, this project-based learning experience profoundly impacts studentlearning, as witnessed by a final student quote: “I wish everyone had to take this class prior to taking Senior Design [Capstone Experience]. This class is so helpful in learning how to manage a project! I learned more from this experience than I did from my other [engineering] courses about design.” (Bernardo Quevedo, CBED) V. ConclusionThe ongoing collaboration between ​CBED,​ BUG, and the San Jose Unified School District hasbeen successful from each perspective, delivering student projects which have added educationaldimensions to the school gardens and created a positive visual

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katherine Schmotzer; Ana Paula Valenca, Purdue EPICS

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Diversity

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Community Engagement Division

mentors.EWB-USA projects can and often do span multiple semesters or even years.The curriculum for EPICS can accommodate projects in any phase of the design process and hassupported the current pilot project over the two semesters with plans to extend into the nextacademic year.Opportunities for the EPICS/EWB-USA credits to count as more, including capstone projects isunder discussion. The relationship with EPICS and EWB-USA will continue to evolve and maylook different at different institutions. However, it seems clear that EPICS can be a proven wayfor EWB-USA projects to be integrated into the curriculum in a way that promotes progress andaccountability on the projects as well as student learning. The curriculum structure documentsthat learning so

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Reddy, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity

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Community Engagement Division

blue), and thenreformed into seven groups for a project on ASGM (in green). In the second phase, duringSpring semester 2019, these students are developing projects to compete in the GSIC. Some tookclasses on related topics, and some were even able to make their ASGM work count as a requiredsenior capstone project. Of the original seven teams whose work on ASGM we document here,three began to develop projects in Phase 2. Eventually all but one group dropped out of the GSICexperience. Nonetheless, all three groups will be involved in Phase 3 as students travel toColombia to engage members of ASGM communities in person.Context: ASGM and the Complex Risks Associated With ItIn 2017, Colombia was among the top 20 gold producing nations of the world

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

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Diversity

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Community Engagement Division

the problem on hand.As we can see from how learning takes place in this initiative, there is a great balancebetween learning and service in this activity (Figure 2). The focus of working on theproject definitely is on service learning.Figure 2: What is Service Learning (Furco 2000)The three dimensions of service learning are 1. Curricular Content 2. Service 3. Social IssueThis project experience serves as a capstone project for the students. Students are able to Page 26.1367.4apply their curricular content and develop practical knowledge. For example, one of theprojects involves developing a sound maintenance plan for the wastewater plant

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patrick John Sours, Ohio State University; Michael J Hagenberger P.E., Ohio State University

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Diversity

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Community Engagement Division

members of Marwa Village. The conclusion was that thecommunity had the desire and organizational capacity to be a strong partner for aninternational water development project. A multi-disciplinary team was assembled, traveled toMarwa in May 2016, and established the foundation that would evolve into a multi-year, multi-phase community development project: Maji Marwa. The Maji Marwa project was introduced to students as a capstone project option in theundergraduate civil engineering program and has expanded to collaboration amongst twouniversities, five colleges and participation from over 175 students. The rainwater harvestinginitiatives goal was to collaborate with in-country partners to construct three rainwaterharvesting (RWH) systems

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann-Perry Witmer P.E., Univerity of Illinois College of Engineering; Keilin Jahnke, University of Illinois, Urbana-Champaign

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Diversity

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Community Engagement Division

. As a result, it is hoped that the students will determine an effective collaborative learningapproach that informs each others’ areas of interest regarding international developmentsustainability, while building a knowledge base for better understanding the interrelationshipsamong these disciplines to evaluate long-term interactions between an engineered infrastructureand a recipient community.We emphasize that this course is not design-based, such as an Engineering Capstone project, nordoes it teach technical design. Instead, it focuses engineering minds on the non-engineeringinfluences that must be considered to produce a successful, sustainable engineering design for arecipient outside the designers’ own sociocultural experience.Course

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

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Diversity

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Community Engagement Division

abroad, service-learning, entrepreneurship programs, interdisciplinary courses) do E/CS students engage / not engage in? 2. How do the HIEP participation rates in E / CS students vary as E/CS students’ progress in their programs?To create a historical picture of the E/CS participation, we gathered and analyzed existing NSSEsurvey data to investigate the possible relationships between student demographics, andparticipation in HIEP.Data Analysis / ResultsThe main objective of this study is to examine the extent to which E/CS students participate inHIEP. The NSSE survey results indicate that the E/CS students engage in culminating seniorexperiences such as capstone courses and senior projects and internships or co-op programs

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., James Madison University; Christopher Swan, Tufts University; David W. Watkins, Michigan Technological University

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Diversity

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Community Engagement Division

first program was an optional senior capstone project taking place with a community inCentral or South America, including two weeks of field work abroad. The second program was agraduate research program with a local service component developing sustainable developmentteaching materials with K-12 teachers based on the graduate student’s research. The thirdprogram involved short-term (three months) of field research in East Africa embedded within atwelve-month long research program on small-scale infrastructure research. The fourth programwas the Engineers Without Borders chapter at MPuT. The last student program was a graduateprogram comprised of one year of campus course work, followed by two years of field researchin a community partnering

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joan B Schuman, Missouri University of Science and Technology

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Diversity

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Community Engagement Division

. However, the IDI surveys almost always show a higher perceived culturalcompetency than the actual measured developmental level which would need to be taken intoconsideration. Evaluating training or experiences incorporated into classes at multiple levelswould provide a better picture of whether my conclusions are correct. I have incorporated aService Learning project for people in another culture for a Senior Capstone course. Thesestudents did not travel to that location but needed to learn about the culture in order to create adesign that was effective. Based on the research shown in this paper, one project most likely wasnot sufficient to increase cultural competence. However, if students are exposed to manyexperiences over their college

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia D. Thompson, San Jose State University ; Jinny Rhee, San Jose State University

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Diversity

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Community Engagement Division

Paper ID #23062Developing an Evaluation Tool to Examine Motivational Factors of Non-studentCommunity Partnership ParticipantsDr. Julia D. Thompson, San Jose State University Dr. Julia Thompson directs the EPICS (Engineering Projects In Community Service) affiliate program at San Jose State University (EPICS@sjsu). Dr. Thompson is currently developing and expanding a service- learning EPICS program. The program is open to all engineering students, including seniors completing capstone requirements. Her research focuses on the characteristics of successful relationships between engineering service-learning programs and the

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Diversity

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Community Engagement Division

Paper ID #29000Development of Empathy in a Rehabilitation Engineering CourseDr. Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo Lauren Cooper earned her Ph.D. in Mechanical Engineering with a research emphasis in Engineering Education from University of Colorado Boulder. She is currently an Assistant Professor in Mechanical Engineering at California Polytechnic State University in San Luis Obispo. Her research interests include project-based learning, student motivation, human-centered design, and the role of empathy in engineering teaching and learning.Amanda Johnston, Purdue University-Main

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney P.E., Seattle University; Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

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Community Engagement Division

% 55% 23% 21%Tutoring elementary or secondary 46% 16% 13% 46% 17%children GTutoring college students (unpaid) GR 47% 11% 12% 49% 14% 15%Donated Blood GR 40% 26% 20% 43%In Class Service Learning Project(i.e. service oriented capstone 35% 47% 16% 23%project) GREngineers without Borders (EWB),Engineers for a Sustainable World(ESW), Bridges 2 Prosperity Project, 19% 30% 12% 21% 11% 27%or a similar extracurricularengineering service program GFood Bank Volunteer

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; David O. Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University

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Diversity

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Community Engagement Division

areas of interest and expertise focus on recruitment and retention, engineering identity, problem based learning and project based learning pedagogies, learning through service pedagogies, engineering design methods and pedagogies, capstone design, assessment of student learning, etc. Olga also conducts research in cardiovascular fluid mechanics and sustainable energy tech- nologies. Olga holds a B.S. and M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech. Page 26.1078.1 c American Society for Engineering Education, 2015 Learning Through