changes the dynamic of the audiencefrom passive to active listeners and participants. Fun games are also used to introduce conceptssuch as analogies and illustrations to convey complex topics.The effectiveness of our approach is confirmed by assessing the students’ assignment grades preand post course which show significant improvement. Similarly, based on the student courseratings data students rated highly the relevance and usefulness of this course. We believe thatwith the skills they develop in this class, students will start their engineering careers well-prepared to progress upward professionally.1. BackgroundWhile engineering schools have aspects of technical communication in their requiredcoursework, most newly hired engineers do not
, and the benefits of enrolling were not well publicized. These factorscollectively likely resulted in the lower engagement figures we observed in the past.Starting around 2018, the ECE department ramped up activities to promote its acceleratedprograms and re-aligned its admission criteria. Furthermore, in 2021, several modifications weremade at the university and college levels to make the programs more accessible to students,including increasing the number of overlapping credits and allowing students to apply at anearlier stage in their undergraduate careers. These combined efforts and their impacts aredescribed in the forthcoming sections.Programmatic ModificationsStarting around the 2020-2021 academic year, three main modifications were
Paper ID #47608Designing Futures: ECE Graduate Students’ Experience with a ProfessionalDevelopment and Career Planning ModuleProf. Pamela Bhatti, Georgia Institute of Technology Pamela Bhatti is a Professor in the School of Electrical and Computer Engineering at the Georgia Institute of Technology. Bhatti received her B.S. in bioengineering from the University of California, Berkeley, in 1989 and her Ph.D. in electricaDr. Jacqueline Rohde, Georgia Institute of Technology Jacqueline (Jacki) Rohde is the Assessment Coordinator in the School of Electrical and Computer Engineering at the Georgia Institute of Technology. Her
approachcultivates not only technical expertise but also crucial communication, teamwork, and projectmanagement skills, all essential for success in the modern engineering landscape [11], [12]. Theinclusion of elective courses in emerging and high-demand areas like artificial intelligence (AI)and Robotics ensures that graduates are well-versed in the latest technologies and prepared forroles in cutting-edge industries.Moreover, the program’s structure allows for flexible learning pathways, ensuring students canspecialize in areas aligned with their career aspirations. Whether focusing on renewable energy,advanced robotics, or embedded systems, the curriculum fosters depth and breadth of knowledge[12], [13]. To complement formal coursework, the program
personal andprofessional settings. Another example is the ‘Professional Continual Learning’ module in ECEGR 3710, a spring quarter course forstudents in their junior year. It is at this point that many students begin thinking about post-graduation pathways and exploringopportunities to strengthen their career preparedness. Finally, ECEGR 4870, the first course in a three-quarter senior design (capstone)sequence and a key touchpoint before students enter the workforce, seemed well-suited for the ‘Social Responsibility’ and ‘Bias andMicroaggression’ modules.Table 1: Pilot Implementation Plan for AY 2024-25. An overview of the modules highlighted is included in this paper.Course Course Title Quarter Program Curricular Outcome
Paper ID #41152Interactions with Undergraduate Academic and Career Advisors in a Signalsand Systems Base CourseDr. Mary Yvonne Lanzerotti, Virginia Polytechnic Institute and State University Dr. Lanzerotti is a Collegiate Assistant Professor in the Department of Electrical and Computer Engineering at Virginia Tech. Previously she worked at the United States Military Academy (West Point, NY).Dr. Scott Dunning P.E., Virginia Polytechnic Institute and State University Dr. Scott Dunning is Associate Department Head and Chief of Staff for the Bradley Department of Electrical and Computer Engineering at Virginia Tech. Prior to
Paper ID #45419CAMINO—Career Advancement, Mentorship, Inspiration, and Opportunities:A STEM K-12 Outreach Initiative.Dr. Hector A. Pulgar, The University of Tennessee, Knoxville Hector Pulgar-Painemal (Senior Member, IEEE) was born in Los Angeles, Chile. He received the B.Sc. and M.Sc. degrees in electrical engineering from the University of Concepcion, Chile, in 2001 and 2003, respectively, and the Ph.D. degree in electrical engineering from the University of Illinois at Urbana–Champaign, USA, in 2010. He held academic positions with Federico Santa Maria Technical University, Chile, from 2001 to 2014. He is currently an
Paper ID #48857AI-Driven Course Recommendation System for Enhanced Career Alignmentin Engineering EducationSuchita Anil Undare, University of Colorado Colorado Springs Suchita Anil Undare is a Ph.D. student in the Department of Electrical and Computer Engineering at the University of Colorado Colorado Springs (UCCS). She is a member of the NSF-funded ASPIRE Engineering Research Center, where her research focuses on modeling, state estimation, and life-aware model-predictive controls of on-vehicle battery systems. She received her Master of Science (M.S.) in Electrical and Computer Engineering from the University of
organization at Morgan State University.Mr. Pelumi Olaitan Abiodun, Morgan State University Pelumi Abiodun is a current doctoral student and research assistant at the department of Civil Engineering, Morgan State University, Baltimore, Maryland. Pelumi got his BSc and MSc degree in Physics from Obafemi Awolowo University, where he also served as a research assistant at the Environmental Pollution Research unit, in Ile-Ife, Nigeria. As part of his contribution to science and engineering, Pelumi has taught as a teaching assistant both at Morgan State University and Obafemi Awolowo University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended
lack of student engagement in the process of planning their curriculum and registeringfor classes. Students enter advising mee?ngs without looking at the course schedulebeforehand or expec?ng their advisors to create a schedule for them. How do we encouragestudents to be more proac?ve in this process? What addi?onal informa?on or tools do theyneed to take ownership of their academic and professional futures?We hypothesized that students need more informa?on around the alignment of their courseswith their career objec?ves to engage more fully in registra?on and curriculum planning a partof the main role of academic advising. In the Fall 2022 advising period, we administered asurvey to Engineering and Computer Science students at a mid-sized
Paper ID #43613Exploring Outcome Expectations in Artificial Intelligence and Internet ofThings in First-Year Engineering Students (Work in Progress)Ing. Andrea Ramirez-Salgado, University of Florida Andrea is a doctoral candidate in Curriculum and Instruction at the University of Florida, specializing in Educational Technology. Her work centers on understanding the dynamics of teaching and learning approaches that shape the identity of computer engineers to support computer engineering career choices, particularly in women first-year engineering students. She is committed to designing inclusive curricula that cater to the
Paper ID #37882Board 81: Electrical Engineering Faculty and Student Perceptions of aProfessional Formation Course SequenceDr. Holland Banse, Magnolia Consulting Dr. Holland Banse began her career in education as a preschool and prekindergarten teacher. Prior to join- ing Magnolia Consulting as a Senior Researcher and Evaluator, she was an IES Pre-Doctoral Fellow in Educational Psychology-Applied Developmental Sciences at the Curry School of Education and Human Development, University of Virginia, a 2016-2017 AERA Measures of Effective Teaching fellow, and a recipient of the 2016 SRCD-Student and Early Career Council
). While rotators can come on temporaryassignment as a VSEE for up to two years or as an IPA for up to four years, most rotatingassignments last two to three years. Rotating program directors facilitate peer review; makerecommendations about which proposals to fund; influence new directions in the fields ofscience, engineering, and education; participate in NSF-wide working groups to create newprograms in cutting-edge areas such as semiconductors or quantum information science andsupport cutting-edge interdisciplinary research; and mentor early career researchers pursuingexternal funding. Several former NSF rotators have shared their rotation experiences through various outlets[3-6]. However, to the best of our knowledge, a panel has never been
. 5) prepare participants with professional skills for careers. For the first year, we recruited seven students in this program. The retention rate of thisscholarship program is higher than that of the engineering majors at the host university.Additionally, the project successfully recruited several underrepresented minorities and women inengineering related fields to meet the goal. The scholarship program activities and adjustmentattribute the success of the REU as well as the faculty support structure. During the first summer, a variety of activities were planned to enhance the sense of learningcommunity and establish mentorships. These relationships provided students with guidance,support, and feedback as they faced the challenges
outreach activity aimed at increasing high school students’interest in engineering disciplines through a practical, real-world application of coffee brewinganalysis and sensor interfacing. The activity, designed for 10th-grade students, introduces basicconcepts in engineering, computing, and data analysis by allowing students to roast green coffeebeans, collecting and plotting temperature data using Phidget sensors during roasting, andanalyze variables in brewed coffee such as pH, turbidity, and extraction yield. By combiningcuriosity-driven inquiry with interactive, hands-on learning experiences and data analytics, thisactivity encourages students to explore potential careers in science, technology, engineering, andmathematics (STEM). We discuss
programming to advanced embedded systems design, real-time operatingsystems, and system integration. Through a series of hands-on lab exercises and three fundedresearch projects in embedded system design, this study explores how hands-on learning in theclassrooms with MISL-ASE boards impacts undergraduate research experiences, including theirunderstanding of embedded systems, research skills, and career interests. Results from ananonymous survey indicate that all undergraduate research students found the practical learningexperiences highly beneficial, significantly enhancing their understanding of embedded systemsand their ability to contribute to research. Additionally, all research students expressedconfidence in applying the skills acquired
multidisciplinary introduction to electricalengineering course. Through quantitative analysis and the administration of an existing validatedsurvey instrument, we aim to explore students' exposure to semiconductors-related topics andpotential correlations between exposure, motivation, and demographic variables, includinggender, class standing, and majors.The instrument was administered to a cohort of 255 students enrolled in “Elements of ElectricalEngineering,” a multidisciplinary course covering the fundamentals of electrical engineering.Preliminary data indicates that only 9% of the students in this cohort have taken a class aboutsemiconductors and only 3% have some interest in pursuing a career in the semiconductors field.The results of this analysis
software skills. This work has potential challengessuch as dependence on specific resources like a greenhouse and student engagement level ofprojects will be varied. IoT Hands-on Activities in Secondary Education [10] assesses the impactof IoT-based activities on STEM learning and career orientation among secondary schoolstudents. They involved students participating in a summer school, engaging in hands-on IoTactivities. Results showed positive responses and increased interest in STEM fields and careers.Limitations of this study include a small sample size, short duration, and potential bias inself-reported data.Overall, these initiatives aim to bridge the gap between traditional EE education and the rapidlyevolving world of CPS and IoT
theory, optimal control, network control, and mathematical foundation of deep learning. He hasalso applied research to UAV systems, power generation systems, electric vehicles, and marine vehicles.Dr. Qian is a recipient of 2003 U.S. National Science Foundation (NSF) CAREER Award and one of theinaugural recipients of the University of Texas System Regents’ Outstanding Teaching Award in 2009.He received the 3rd Best Paper Award in the ISA (International Society of Automation) Power IndustryDivision Symposium (2011) and the Best Poster Paper Award in the 3rd IFAC International Conferenceon Intelligent Control and Automation Science (2013). He currently serves as an Associate Editor forAutomatica and International Journal of Robust and Nonlinear
Program underthe umbrella of the Iowa Cyber Hub [3] to foster a network of informed and resilient digitalcitizens. Created in 2017, the Iowa Cyber Hub is an initiative developed by educators andindustry professionals in Iowa. It serves various constituents, including students, employees,managers, educators, and others, by providing cybersecurity resources and guidance. The hubaims to enhance knowledge and career development in cybersecurity within the state and offers avariety of resources and opportunities. The Iowa Cyber Hub is dedicated to securing the state andexpanding the cybersecurity workforce.Launched in October of 2023, the Cybersecurity Ambassador Program [4] empowers students topromote basic cybersecurity concepts and practices within
. ©American Society for Engineering Education, 2023 Broadening participation in engineering and STEM workforce development through unconventional community partnershipsAbstractWhile enrolled in a university, many students desire a way to secure employment in the indus-try of their major. How does the student actively secure their potential job? The typical answerwould be by procuring an internship. Traditionally, internships can be secured by students apply-ing for formal internship programs, or even by arranging an internship through the career centerat their respective universities. However, there are internships that are obtained by non-traditionalmeans. There are times when opportunities arise in the most unlikely circumstances
career she received several best paper and presentation awards; authored approximately 100 publications; and delivered more than 100 invited presentations and keynote addresses. Her grant and contract funding exceeds $11 million. A Fellow of both the ASEE and IEEE, Professor Schrader has served ASEE in myriad technical, regional and institute-level leadership positions and committees and has been recognized for her many contributions. She was most honored to receive the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring from the White House, enhancing participation of individuals who might not otherwise have considered or had access to opportunities in STEM
Forrest Mims III’s Getting Started in Electronics. Prototypingcircuits with physical components provided mastery experiences that built a sense of personalself-efficacy and identity as an engineer, launching many engineering careers. We advocate forproviding these mastery experiences to non-electrical engineering majors to develop technicalliteracy. To this end, we developed an electronics course aimed at a broad, interdisciplinaryaudience which guided students through a series of projects teaching the fundamentals ofsoldering, circuits, and microcontrollers, then a guided, open-ended circuit design project. Wemeasured self-efficacy and sense of identity before and after participating in the design project.We found a 13% increase in self-efficacy
transformers are requiredto convert low voltage AC to an appropriate voltage level for To enable the integration of maximum PV power generationgrid integration. To develop a utility-scale PV solar power into the grid, the existing utility company must conduct anplant, various design criteria must be considered. [3] interconnection and integration study. An energy yield study is conducted to estimate the total energy generation expected The knowledge of utility scale PV model has the potential during the project's operation period, which is equivalent to theto benefit numerous students pursuing a career in renewable revenue
withclassical security concepts through simulations and cloud-based quantum hardware. Unlike con-ventional courses focused on quantum threats to cryptographic systems, EE-597 explores securitychallenges specific to quantum computing itself. We employ a mixed-methods evaluation usingpre- and post-surveys to assess student learning outcomes and engagement. Results indicate sig-nificant improvements in students’ understanding of quantum and hardware security, with strongpositive feedback on course structure and remote instruction (mean scores: 3.33–3.83 on a 4-pointscale). Additionally, students reported increased interest in careers in quantum computing and cy-bersecurity (M=3.67) and recognized the relevance of these skills to their future goals (M=3.5
Paper ID #47866BOARD #135: The 2TO4 Project - Facilitated Transition from 2-Year to4-Year Electrical and Computer Engineering Studies by Building Student/FacultyNetworks (WIP)Dr. Kenneth A Connor, Rensselaer Polytechnic Institute Kenneth Connor is Program Officer at the Inclusive Engineering Consortium (IEC), whose mission is to enable MSI ECE programs to produce more and better prepared graduates from groups that have been historically underrepresented in ECE careers. He is also an emeritus professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) at Rensselaer Polytechnic Institute (RPI) where
) schools, there is adiscrepancy or imbalance between the job-related competencies that companies require and whatacademic institutions deliver. Due to this skills gap, recently recruited engineers lack what themarket dictates and may need more training to gain necessary competencies, costing companiesboth time and money.The primary purpose of this study is to compare the skills ECE graduates should have upongraduation from the perspective of industry and ECE academic department heads. In this context,this paper presents the outcomes of two surveys, one distributed to ECE professional engineersand the other to ECE department heads. Both surveys used in this study were obtained from TheCollege and Career Readiness and Success Center at the U.S
Laboratory, as well as the Co-Director of the National Science Foundation’s Nanosystems Engineering Research Center for Advanced Self-Powered Systems of Integrated Sensors and Technologies (ASSIST) and the Co-Director of the Institute of Connected Sensor Systems (IConS) at NC State. Among his many achievements, Dr. Bozkurt received the Faculty Early Career Development (CAREER) Award from the National Science Foundation and the IEEE Sensors Council Young Professional Award. In 2015, he was named to Popular Science Magazine’s ”Brilliant 10” list. His team has also earned best paper and presentation awards from prestigious conferences, including the U.S. Government Microcircuit Applications & Critical Technology
from the University of Puerto Rico at Mayaguez (UPRM) in 1985, and his SMDr. Barry J. Sullivan, Electrical & Computer Engineering Department Heads Assn Barry J. Sullivan is Director of Program Development for the Inclusive Engineering Consortium. His 40- year career includes significant experience as a researcher, educator, and executive in industry, academia, and the non-profit sector. He has developed ©American Society for Engineering Education, 2023 Paper ID #39917Michelle Klein, Electrical and Computer Engineering Dept. Heads Assoc. (ECEDHA)Yeimidy Lagunas, Inclusive Engineering ConsortiumMilford MuskettAmanda