Conference Session

Construction Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Torres, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

Tagged Divisions

Construction

, technical information, clarity ofpresentation, final cost estimate, and construction schedule. Industry professionals were invitedto the presentation as reviewers, which included the president of Gaeke construction.Data Collection and Analysis The primary data collection source from this study was a pre and post questionnaire thatwas distributed to the students on the first day of class and the last day of class, respectively. Thequestionnaire was scored on a scale of 1-10, 10 being the highest. The questionnaire consists ofquestions that are worded from the individual students’ perspective, “I understand…” or “I cancomplete…”. Therefore, the results reflect an individual student’s comprehension or ability oneach learning objective. The

Conference Session

Topics in Computing and Information Technologies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Tamir; Ronald S Harichandran P.E., University of New Haven; Lueny Morell, InnovaHiEd

Tagged Divisions

Computing & Information Technology

real-life constraints and customer needs — all of which are constructivist in nature. Page 26.1354.7 • Constructivism promotes hands-on learning. Thus, in addition to having traditional classrooms for lectures, GalvanizeU/UNH has multiple places (including labs and computer workstations) where students can experiment and work on their class and capstone projects, meet in teams to discuss their work, reflect on issues, meet with industry representatives, meet with faculty informally, etc. • All students work as part of a community from the beginning. Current industry and/or

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Christos Zahopoulos, Northeastern University

Tagged Divisions

Engineering Physics & Physics

, harmonic motion in time is extended to systems with spatial coupling, creating thephenomenon of waves in mechanical systems: one-dimensional waves in strings and three-dimensional sound waves in fluids. By continuing the complex exponential notation for the waveoscillation, lossy media, interference in films or from multiple sources, and diffractionphenomena can be modeled with a complex exponential wave form with a complex wave vector.The nature of boundary conditions in mechanical systems and how they lead to reflection andtransmission coefficients is presented with examples in sonic reflection from surfaces and layers.6. Quantum ScienceWith the use of complex exponentials for waves introduced, we provide an introduction toquantum physics and

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dylan Christenson, Texas Tech University; Daniel Baldwin; Maeghan Marie Brundrett, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Divisions

Student

Groundwater Transport Phenomena 16Unfortunately, department budget cuts resulted in a significant reduction of TA positions duringthe semester when the survey was implemented. Although all available TAs participated, thisresulted in a much smaller sample size than anticipated with only 6 TA responses. Anotherresult of the reduced TA positions was many students surveyed did not currently have a TAassigned to their course. These students were asked to reflect on prior experiences with TAs toguide their responses. Care was also taken to remind students that the survey was intended toassess their perceptions of TAs in general, not a specific evaluation of their current TA.The Likert scale questions were analyzed using frequency distributions of

Conference Session

Materials Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Craig Johnson P.E., Central Washington University; Charles Pringle, Central Washington University

Tagged Divisions

Materials

the activity. A secondaspect was that a sizeable minority of students focused on the material or part more than thesocietal effects of the system or structure (20%). Last, a minority of students desired some sortof group interaction during some portion of the activity (12%). A summary of this results areshown in Table 1 below: Table 1: Results of Survey Data PercentFrom student comments: Did you enjoy this activity? 98From student comments: Did you find this activity valuable? 96From the data: Students reflecting on a poor initial topic choice: 15From

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus; Amy Elizabeth Bumbaco, University of Florida

Tagged Divisions

Educational Research and Methods

figure out the best way to make it do what it needed to do.”Charles Finding 1) Closely 1) Didn’t have the actual “Uh It seemed like it fit the(MSE) corrosion at connected the assignment but stories description of like making home assignment with the observations and like (individual) ‘logical’ process of 2) Only reflected work in collecting data and then CT school (mentions a drawing conclusions and like

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lina Margarita Prada-Angarita, Fundación Universidad del Norte; Katherine Sofía Palacio, Fundación Universidad del Norte; Carmen Regina Berdugo Correa, Fundación Universidad del Norte

Tagged Divisions

Industrial Engineering

. Page 26.310.3BackgroundPrevious work has shown that not just industrial engineering students but all Science,Technology, Engineering and Mathematics (STEM) students are predominantly active,visual, and sensing learner types2 . However, it is evident that most undergraduateengineering courses are generally taught toward reflective, verbal, and intuitive learnertypes3 . This is in fact the exact opposite of the suggestions made from multiple learningstyle studies4 . Engineering teaching is more focused on theory and mathematical proofsover practical, “real world” applications and experimentation favored by sensing learners 4 .As is suggested by Felder 5 , in order to meet Student Outcome C (SOc) from ABET (SOc:Ability to design a system

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

senior cohorts who were originally enrolled in engineering or computer science were askedto reflect on major influences on their decision to remain within, or leave, engineering. Resultsshowed statistically significant differences (p =0.05) between students who participated in theLLC versus students who participated in other dorms in, among others, the following areas: dormlife in the first two years and interaction with students. This result is interpreted as direct impactof the LLC experience and is consistent with prior studies. This work contributes to the existingliterature as it indicates that higher retention from an LLC, even in a very simple LLC such theone at Gonzaga University, may derive from a combination of both differences in the

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

ofthe course, gender, and the instructor’s personal encouragement of the students to engage insocial activism. Philosophy and religion courses were the most commonly cited types of HSScourses mentioned by students, with religion courses being almost entirely from students at thefive religiously affiliated schools.Other course types that were seen in student responses included senior design (10% of seniors)and first-year introductory and engineering projects courses (10% of total, 22% of first-years).Very few students referenced math or natural science courses as having been influential to theirviews of social responsibility (2%). A small percentage of students also responded that all oftheir courses had been influential (2%).Reflecting on the

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

and the orientation todesign and delivery in this course are based on the online Community of Inquiry model(Garrison, Anderson & Archer, 20013; Vaughan, Cleveland-Innes, & Garrison, 201314). Thismodel is based on Dewey’s (1910)15 views on experiential learning and is constructivist innature. The role of instructor and student are transformed by three overlapping presences:cognitive, social, and teaching presence. Social presence is defined as the extent to whichlearners are socially and emotionally connected with others in an online environment; cognitivepresence describes the degree to which learners are able to construct and confirm meaningthrough sustained reflection and discourse. The central organizing element is teaching

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven D Hart, Virginia Military Institute; Philip J. Parker P.E., University of Wisconsin, Platteville; Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

Tagged Topics

NSF Grantees Poster Session

published in future ASEE Annual Conferenceproceedings as well as on the CIT-E website.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1323279. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation. Page 26.785.4

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Jaclyn L. Cunitz, University of Colorado Boulder; Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado-Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

+ program.Several definitions of learning community within academic settings exist. Gabelnick,MacGregor, Matthews and Smith choose a perspective on learning communities that relies oncurricular structures that link courses to aide students in deeper understanding and integration ofacademic material with five “core practices” for success: community, diversity, integration,active learning and reflection.3,4 According to Astin and Tinto, learning communities are definedby many factors of student involvement, including curricula, common interests and residentialproximity to build a sense of group identity that is cohesive and unique to the group.5,6 Tintoasserts that a multi-faceted approach to learning communities in higher education encouragesintegration of

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert H. Mayer Jr., U.S. Naval Academy; Angela Schedel, U.S. Naval Academy

Tagged Topics

Diversity

Tagged Divisions

Ocean and Marine

, Buoyancy Engineer, Foundation Engineer, Thermal Engineer, Project Manager or, inthe case of six-person teams, that of Assistant Project Manager. Once team member assignmentsare determined, each is provided their respective skill primer. Rather than a ‘guide book’, the‘primer’ is intended to reflect knowledge gained from many years of experience in the skilldiscipline. (As an example, a copy of the Project Manager’s primer is provided as an attachmentto this paper.) Since each primer is meant to represent undocumented knowledge, theinformation provided is to be revealed only through open discussion with other team members.Each team is then presented a site map of the approximate 3750 ft2 of marine space; the space isrepresented as a composite of

Conference Session

Engineering Physics and Physics Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth M Purcell, University of Southern Indiana

Tagged Divisions

Engineering Physics & Physics

26.908.4that assesses student conceptual understanding of Newton’s Laws of Motion. Studentsare given participation credit for completing the survey, but their performance on thesurvey is not part of their calculated course grade. This may have caused students to nottake the survey seriously and this could reflect in their score and the overall averagenormalized gain of the class. There was, however, a small increase in the overall averagenormalized gain with the introduction of ORION. The average normalized gain for theFall 2013 class was 19% and that for the Fall 2014 class was 22%, both from pretestscore of approximately 25%. However, this slight increase is negligible and noconclusions can be drawn from only two data points.4. ConclusionsWhile

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  motivation  and  self­direction  so they  become  lifelong  explorers.  Because  participants'  prior  knowledge  of  the problem at hand is often  limited,  engineers   first  introduce  the  core  concepts  in  a  15  minute  presentation.  After  this instruction,  families  have  the  freedom  to  evaluate  and  shape  their  learning,  pursuing  those questions  and  concepts  that   are  of  greatest  interest.  Additionally,  by  moving  through  the  stages of  inspiration,  planning,  building,  reflecting,  and  redesigning  (i.e.  engineering  design  process (EDP))  with  their  children,  parents  and  caregivers  model  important  skills  ­­  including persistence, creativity, and curiosity to find new solutions.   Evaluation

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

creativity between males andfemales.12 For instance, Felder, Felder, Mauney, Hamrin, & Dietz13 found that female studentsdesired and expected more creative work at the start of engineering courses than males, but ratedtheir own creative problem solving ability significantly lower than males at the end of the course.However, the self-ratings may not have accurately reflected performance on these tasks. Inanother study, Charyton & Merrill11 found that female engineering students actually scoredhigher on post-test creative design tasks than males even though there were no genderdifferences in creativity at the beginning of the activity. The results from these studies indicatethat engineering courses and programs may influence the perception of

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sharon Patricia Mason, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology (COE); Elizabeth Dell, Rochester Institute of Technology (COE); Carol Marchetti, Rochester Institute of Technology (COS); Maureen S. Valentine P.E., Rochester Institute of Technology (CAST); Andrea Gebhart Rommel, Independent Scientific Consultant; Laurie A. Clayton, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

highlighted faculty perspectives on institutionalstrengths, areas for improvement, and satisfaction across twenty themed question categories. Of the 438respondents, 151 of the 231 women faculty invited to participate responded (65%), and 287 of the 506men faculty responded (57%). COACHE defines effect size as the measuring of differences betweenpaired subgroups within a campus. Comparison among campus groups included pretenure/tenure,associate/full; gender and white/faculty of color were reflected by small (between 0.1 and 0.3), medium(between 0.3 and 0.5), and large (greater than 0.5) effect size. Table 1 indicates   questions where largeand medium effect sizes were seen by gender in the COACHE survey results.Table 1: Gender Differences in COACHE

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Susan Beth D'Amico, NC State University; Landon Drew LaPorte, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

- 3:30 Dismissal Dismissal Dismissal Dismissal Figure 1: Sample Camp Agendas Page 26.644.6Strategic Camp Design ProcessOver the course of many years designing, offering, assessing, re-designing, re-assessing, etc. oursummer camps we have developed a strategic design process approach for existing and newcamps. The simple steps are: Make it Easy, Make it Fun, Make it Work, Work the Mechanics,and Assessment and Reflection. Each of these is described in more detail below:Making it EasyAfter the camp leadership team has

Conference Session

Problem- Project- and Case-based Learning in Environmental Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

5.00±0.00 4.00±0.00environmental policy and regulations* Rank (5-Strongly Agree; 1-Strongly Disagree) Page 26.678.12Student rankings from the Likert scale and comments from both the survey and post-questionnaire highlight key outcomes addressed following completion of the capstone designcourse and outcomes that could have been addressed with more detail, better preparing them fortheir pending careers. Faculty ranking of outcomes reflects what they perceived was discussedand addressed during the capstone design course not necessarily the time allocated orthoroughness of how the outcomes were addressed throughout the course. Practicing

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

linking the formal course content to assignments and assessments that directlyrelate to the to the students’ future professional lives (e.g., real-world problems, “decision- Page 26.967.8making). Each of the course topics is covered with a similar combination of reading questions,class activities, reflection opportunities, and a closely-linked summative assessment in the formof a “concept exam” that serves as a part of the actual learning process. The various assessmentcategories allow more frequent, more appropriate assessments that are organized to link closelywith the key concepts. As the semester progresses, the similarity in the coverage of

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey Paul Walters, University of Colorado, Boulder; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

she was not sure that the influence was positive, telling the teamthat on her last visit to Llacamate she noted that now that the community had electricity, whichwas made available in part by the team’s assistance erecting solar panels, many communitymembers were preferring to watch television rather than play their daily games of soccer. Thosestudents who had not travelled on the latest trip were shocked in disbelief. As the discussioncontinued, the students reflected on their indirect influence on the community and wondered as ateam how they could avoid that kind of “damage,” as they called it. Throughout the session, thestudents became aware in instances like this one of their team’s role in the project. One student’scomment summarized the

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin; R. Alan Cheville, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy

little notice of Robert Runté’s view that it is a waste of time worryingabout the external validation of being a professional. Teachers are, he says “knowledge workers…and as such we have a responsibility to both ourselves and our public to become reflectivepractitioners. As reflective practitioners we can reassert, first our ability, and then our right, toassume responsibility for the educational enterprise” which in today’s practice is to beprofessional 5. Some might respond that that is what professional teachers do, or should do. Itfollows that persons’ who enter higher education as educators have the same obligations.5 Runté begins by noting the principle that suggests that people who go on strike cannot be professional. Yet teachershave

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Engineering Leadership Development Division

Figure 3 was used by the researcher togive an example for each expression of leadership. The researcher then determined from theinterviews when a Maker expressed one of the leadership roles.In their Making, this person:___ 1. Listens to the problems of team members/subordinates. (Mentor)___ 2. Reviews and/or reflects upon project achievements. (Monitor)___ 3. Influences decisions made at higher levels. (Broker)___ 4. Does problem solving in creative, clever ways. (Innovator)___ 5. Clearly defines areas of responsibility for team members/subordinates. (Director)___ 6. Displays a wholehearted commitment to the job/project. (Producer)___ 7. Facilitates consensus building in work-group sessions. (Facilitator)___ 8. Protects continuity in day-to-day

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

empower students to: 1) explore the diverse historical and philosophical traditions that have shaped the contemporary Western world, 2) read and discuss fundamental texts from those traditions, situating the texts in their appropriate intellectual contexts, and 3) develop your ability to critically and comparatively reflect on religious and philosophical issues, in dialogue with others both past and present.Because of its unique place in our general education core, the Changing Views course offersdistinctive challenges for physics faculty. The typical curriculum in this course overlaps manyfields of specialization including (but not limited to): history, philosophy, astronomy,astrophysics, theology, cosmology, and physics

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

) Page 26.1500.5would set an output voltage of 5V at the digital pin 9, while the same command with LOW instead of HIGH Will setthat digital pin to 0V.2 [] Indicate actions or gesturesOne could argue that instead of tinkering, Hazel and Silver should have systematically parsed thecode to make sense of it right from the start; they would have had better task success and betterlearned Arduino programming through that process. We contend this notion. Hazel’s and Silver’sactivities reflect a recognition of the variety of resources at their disposal and a systematic walkthrough the resources to try and achieve their goal. At each stage, they expanded the scope oftheir investigation: first, getting feedback from manipulating the specific system

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Additionally, Tinto argues that the first year of college,  indeed the first semester, is critical to students being incorporated into the college campus, aswell as their eventual persistence through to graduation. Retention programs, therefore, are mostsuccessful when they utilize informal faculty-student contact in order to integrate students intothe academic and social life of the college5.Some studies have examined the effect of precollege characteristics, parental socialization andcollege experiences to determine their relationship with female STEM major persistence.In a study by Espinosa, the experiences of 1,250 women of color and 891 Caucasian womenattending 135 colleges nationwide were collected via a reflecting survey of their four years

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Michael Cavanaugh, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Daina Briedis, Michigan State University; Thomas David Dionise, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Jon Sticklen, Michigan Technological University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

science [16, 17] but found that they focus on principles and conceptsthat reflect the deep understanding of expert computer scientists [9]. The need remains to bettercharacterize the computational competencies as applied in the context of the engineering practice. A major effort during CPACE II —and the subject of this paper—is to determine students’computational skills and capabilities while solving engineering problems. The guiding researchquestion is: what are the features that broadly characterize the knowledge, skills and behaviorsassociated with computational competencies for undergraduate engineering students? A major challenge emerged during our initial analyses of student artifacts using the CPACEcomputational competencies framework

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chelsea Mann, Arizona State University; Kristen Parrish, Arizona State University; Mikhail Chester, Arizona State University

Tagged Topics

NSF Grantees Poster Session

red will work alongside the Transportation group in CEE/SOS 598, the five teams highlighted in green will work alongside the Environment group in CEE/SOS 598, and the five teams highlighted in orange will work alongside the Social/Institutions group in CEE/SOS 598.Second Implementation: Spring 2015In the second implementation, overall project themes better reflect one another to promotevertical integration between the two courses. The vertical integration process is shown in Figure3 below. ! CON$252$ ! Responsibili+es

Conference Session

Systems Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Luis Fernando Cortes, Florida Atlantic University

Tagged Divisions

Systems Engineering

, human made systems reflect the functioning of multiplecomponents that are enhanced together to accomplish the same goal. A great example of anatural SoS is the human ‘machine’. The human machine is composed of multiple single systemsthat operate together to give multiple capabilities to the human body, such as cognition,communication, movement, and evolution. In engineering, single or traditional systems that formpart of an SoS are made to be a piece of a solution to solve a multilevel necessity. These singlesystems are designed and developed based on a well-structured problem with fixed boundaries[3] ; therefore, they emerge with a clear, capable, implicit, and limited set of goals. In addition,their design is based on the integration of

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

review the literature onnumerous interrelated components which comprise the greater, more comprehensive nature ofthe discussion. The methodology of this study, therefore, is qualitative in nature and through aliterature review of the applicable components comprising the premise of the discussion topic.Below reflects the activity time-line for the many interrelated activities of this paper. Time-Phased Activities Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Determine the Components of the Discussion TopicResearch each ComponentDetermine Parallel LogicDetermine Intersecting Logic of ComponentsComprise the Argument Figure 1 – Time-Phased Activities of Employed MethodologyHow Business WorksAt