Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

research interests include success in first-year engineering, introducing entrepreneurship into engineering, international service and engineering in K-12. Page 23.525.1 c American Society for Engineering Education, 2013 Engineering within K-12 from the Teacher’s Perspective: Effectively Integrating Engineering Activities Tied to Educational StandardsAbstract:Reports such as the National Academies’ “Engineering in K-12 Education: Understanding theStatus and Improving the Prospects” describe the importance of effectively incorporatingengineering concepts into the K-12 curriculum. However

Collection

2017 Gulf Southwest Section Conference

Authors

Jun-Ing Ker

completelymissing in the current curriculum.In light of this weakness in our curriculum, this study aimed at providing an innovative way forindustrial engineering juniors to apply the process improvement skills learned in INEN 401 tohelp improve the quality of centrifuge pumps they fabricated in ENGR 120 Engineering ProblemSolving I. ENGR 120 is one of the three fundamental freshman engineering courses in LouisianaTech’s Integrated Engineering Freshmen Curriculum “Living with the Lab”. All freshmenengineering students are required to take these three fundamental engineering courses in theirfirst year of study. These include students majoring in biomedical engineering, chemicalengineering, civil engineering, cyber engineering, electrical engineering

Collection

1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

Session 1639 Using Collaborative Learning Techniques to Integrate Economics and Engineering Economy at the Freshman Level Laura Moody, Joan Burtner Mercer UniversityABSTRACTMercer University’s School of Engineering has taken the opportunity provided by the transitionfrom the quarter system to the semester system to engage in a two-year-long curriculum renewaleffort. As a result of this effort, the industrial engineering department is responsible fordesigning an integrated economics/engineering economy course to be taught at the freshmanlevel. In keeping with the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Alan E. Ellstrand, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

: engineering (of many types); business, marketing, finance, accounting,manufacturing, supply chain, sales, and management; industrial design, architecture, science,service and support; and, an understanding of business customers and users – from first-yearthrough to capstone.Translating this into pedagogy and curriculum means innovation-based or innovation-infusedcourses, problem-based and active learning-based, real-world experiences in partnership with theinnovation ecosystem and a progression based on gaining knowledge, skills, and experience.And, to match the real-world, these courses need to be interdisciplinary, multi-disciplinary, trans-disciplinary, and multi-college / multi-school (engineering, business, arts & sciences,architecture, etc

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

Jorge Torres, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

in the case of those bioengineering students not inclined towards theinstrumentation line. Utilization of the NI ELVIS has been in general terms well received bystudents. This paper focuses on describing the initial experience of developing a newcomprehensive and balanced introductory electrical circuits course in an undergraduatebioengineering curriculum using an integrated laboratory-lecture method and utilizing theaforementioned virtual instrumentation resource.Intr oductionWithin the framework of an undergraduate bioengineering curriculum, teaching a first course onelectrical/electronic circuits to students with no previous background presents a significantchallenge. Given the number of different multidisciplinary areas that a

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College

Tagged Divisions

Environmental Engineering

programs are a small, but growing portion of the overall pool of matriculatingengineering students5. However, the number of engineering science programs has increased by68% over the past thirteen years. Despite the general nature of engineering science, many ofthese programs offer concentrations in specific disciplines so students receive sufficientspecialization to find jobs in the desired field5.This research focuses on the growing number of general engineering and engineering scienceprograms offering environmental engineering concentrations with some integrating sustainabilityinto their curriculums. This paper provides an overview of what classes existing generalengineering programs offer within their environmental engineering concentrations

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

the courses is not fully and directlyconnected, the methods and approaches to learning are consistent between the courses, eachemploying the above pedagogies and methodologies in ways that are relevant to the particularcourse. Figure 1 is an outline of how each course aims to apply problem-based learning, teamdevelopment, story-driven learning, and values sensitive design to ultimately create holistic andentrepreneurially-minded engineers.Figure 1: The model of vertically-integrated courses designed to use various methodologies tocreate holistic and entrepreneurially-minded engineers. At the start of this curriculum innovation process, the courses were in various stages ofdevelopment. The third-, and fourth-year courses were already

Conference Session

IE Program Design II

Collection

2007 Annual Conference & Exposition

Authors

Jessica Matson, Tennessee Technological University; Jacqueline Mozrall, Rochester Institute of Technology; Diane Schaub, University of Florida; Patrick Patterson, Iowa State University

Tagged Divisions

Industrial Engineering

IEEE Computer Society andACM Joint Task Force on Computing Curriculum – Computer Engineering (CCCE) havedefined the computer engineering body of knowledge10.Industrial Engineering Body of KnowledgeCan industrial engineers agree on a Body of Knowledge or at least on outcomes that distinguishindustrial engineering (IE) from other engineering disciplines? The ABET program criteria2 forindustrial engineering state only that “The program must demonstrate that graduates have the ability to design, develop, implement, and improve integrated systems that include people, materials, information, equipment, and energy. The program must include in-depth instruction to accomplish the integration of systems using appropriate analytical

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Lisa McNair; Ben Miller; Judith Norback

and reports while the technical workplace discoursecommunity’s interaction is based on contracts, status reports, proposals, technical reports, andtechnical presentations.11 Of course, maintaining separation of the two spheres is importantbecause students are gaining foundational knowledge in the academic community that they willapply in different ways in the workplace. Technical communications is at a nexus where studentscan learn how to activate their knowledge base by practicing their analytical skills.Discipline-specific instruction in communication skills makes the content of a course morerelevant to students. Although across-the-curriculum applications have met with much success, itis widely noted that “what constitutes an effective

Collection

2024 South East Section Meeting

Authors

Stephen Strain, University of Memphis; Andrew Blass Watson, The University of Memphis; Matthew Hale, The University of Memphis

Tagged Topics

Diversity

with the knowledgeand tools necessary for success in their chosen careers. In the realm of engineering, artificialintelligence (AI) has emerged as a crucial tool, demanding integration into educational settings.While challenges exist, the benefits of incorporating AI into the classroom far outweigh the risks.In engineering education, AI offers significant advantages when introduced thoughtfully. In anintroduction to computer programming class, three primary benefits of AI were highlighted.Firstly, AI can generate code based on simple prompts, introducing students to promptengineering—an essential skill in modern programming. Although not mandatory at thefreshman level, this exposure lays the groundwork for efficient prompt creation in later

Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

Alisa Morss Clyne

student knowledge and retention, studies I. INTRODUCTION suggest that PBL enhances students’ abilities to apply their knowledge both immediately and in the long term. Thus theB ioengineering suffers from a significant lag between laboratory bench discovery and realimplementation. A primary challenge in engineering education world PBL approach can help integrate classroom learning, research

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Multidisciplinary Engineering

many of theengineering questions facing the next generation?While optics and optical engineering studies and research are often housed in physics andelectrical engineering departments, our web study has found eleven degree granting programs inoptics and photonics or optical engineering. Understanding these programs’ development, goals, Page 22.200.3and curriculum provides insight on this group of scientists and engineers who have becomeincreasingly valuable in the modern world. In addition to offering an uncommon degree option,the faculty who make up these departments are uncommonly interdisciplinary in their ownbackgrounds. Through

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

iteratively redesigning the materials based on theformative data. Each project also began the curriculum development process aiming tomaximize both the level of inquiry and engineering design experienced by students, and thedegree of integration of the STEM content. They also both chose the LEGO Mindstorm NXT tobe the manipulative and primary vehicle for engineering design, as it was well documented to be“easy” enough for 8th grade students to use and has a reputation as being an engaging hook forstudents. While these projects operate in similar spaces and target congruent goals, there areimportant differences between them, as well.The SLIDER curriculum builds upon the foundation developed by Kolodner et. al. as part of theNSF-supported Learning by

Collection

1996 Annual Conference

Authors

Ian A. Waitz; Edward C. Barrett

engineering practice.Such an experience can serve as a vehicle for unifying and applying knowledge gained from disciplinarycoursework. Further, much deeper understanding and appreciation of physical phenomena can be developedwhen ‘hands-on’ learning is combined in an integral manner with more traditional classroom instruction.Experimental projects also offer exposure to the ‘implicit curriculum’, that is, things students are expected tolearn which do not appear explicitly on any course syllabus (e.g. ethics, group dynamics, Murphy’s Law). Inaddition, a structured research experience can be an important opportunity for one-on-one student collaborationwith a faculty member over an extended period of time in which the faculty member can serve as a role

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A. Adams, Mesa Community College; Mikhail Chester, Arizona State University; Kristen Parrish, Arizona State University; Thomas P. Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. She is the Principal Investigator in a multi-disciplinary and multi-institutional research project, NSF EFRI-Barriers, Under- standing, Integration – Life cycle Development (BUILD). She has worked in the sustainable engineering arena since 2004. As the assistant director of education outreach in the Mascaro Center for Sustainable Innovation, Pitt’s center for green design, she translates research to community outreach programs and develops sustainable engineering programs for K-12 education.Dr. Elizabeth A Adams, Mesa Community CollegeProf. Mikhail Chester, Arizona State UniversityProf. Kristen Parrish, Arizona State University Kristen Parrish is an Assistant Professor in the School of Sustainable Engineering and the

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

. Codersindependently and blindly identified examples of explicit mathematics integration. Theindependent coding of these examples by two researchers was then compared with what we hadscored for the training, planning, activities and assessments for each curriculum. This provided ameans of creating an inter-rater reliability measure. Examples where there were opportunities forintegration with mathematics concepts, but no evidence of explicit integration were identifiedseparately. In our discussion, we review some of these examples and point out how an implicitlyembedded example can be modified slightly to include explicit integration of math andengineering concepts.ResultsOverall, we found that the explicit integration of math concepts with regards to

Conference Session

International Initiatives, Partnerships,Teaching Strategies, and Collaborative Networks

Collection

2010 Annual Conference & Exposition

Authors

Fanyu Zeng, Indiana Wesleyan University

Tagged Divisions

International

laid out a solid foundationfor additional course improvements and experiments in a larger student population in the future.High quality of student team projects and activities can help engineering students master certainsoft skills that are crucial in their future professional career. This experiment also sets up a modelfor any closely related academic discipline in engineering education. It is feasible to selectproper soft skill trainings and build these trainings into student team projects and activities foranother engineering course, curriculum or academic program.Bibliography 1. Myszka, Dave, Schneider, Scott, Segalewitz, Scott, “Integrating Chinese Students into an American Classroom: Lessons Learned”, AC 2007-2225, in

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Frank T Fisher, Stevens Institute of Technology (School of Engineering and Science); Alexander J De Rosa, Stevens Institute of Technology (School of Engineering and Science)

engineering educators who wish to adapt the explicit integration of adaptive expertisewithin the undergraduate engineering curriculum. This review suggests that adaptiveness issomething that can be developed in students, that this adaptiveness leads to positive outcomeswith respect to the learning and application of content knowledge, and that students who aremore adaptive will be better prepared to tackle the challenges encountered by practicingengineers in the workplace.Introduction to Adaptive ExpertiseRecent changes to the Accreditation Board for Engineering and Technology (ABET) criteria foraccreditation refer to “Complex Engineering Problems” as the ability of students to successfullyapply their content knowledge towards the solution of wide

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

to develop an inclusive curriculum and classroom. The students of color in these classrooms also tend to do better academically in the field, in comparison to their peers who do not have such an opportunity to learn in this manner. Thus, it is imperative to examine how professional development experiences can be transformative learning experiences for STEM faculty, and what viewpoints, if any, these faculty bring into their learning of topics related to access, diversity, equity, and inclusion for students of color. With the goal of further uncovering the ways in which inclusive teaching and learning practices can become an integral part of STEM classrooms, this paper presentation provides a framework for

Collection

2025 ASEE PSW Conference

Authors

Sunai Kim, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Jeyoung Woo, California State Polytechnic University, Pomona

Tagged Topics

Diversity

, benefitting from the comprehensive data set that can begenerated by such a large student population. 2. Identifying ChallengesThis section provides an overview of the critical challenges affecting student success in the CivilEngineering curriculum at CPP. Three major challenges were quantitatively identified, as detailedin the following.(1) Struggles in Statics and Mechanics of Materials: In the 2021-2022 academic year, a total of171 students in Statics (CE 2041) and a total of 192 students in Mechanics of Materials (CE 2051)were analyzed. Among these students, 38.6% failed CE 2041 (received grades D, F, or W; passinggrade is C-) and 21.4% failed CE2051. These courses have high failure rates and act as a barrierfor students to move forward with

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Xinghui Zhao, Washington State University, Vancouver; Kristin Lesseig

Tagged Topics

NSF Grantees Poster Session

(big data), and connecting to the Internet to allow for theexchange of data. As smart products become ubiquitous, they provide enormous opportunities forscientists and engineers to invent new products and build interconnected systems of vast scale. Asa result, the STEM workforce demands are shifting rapidly. Mechanical engineers will play asignificant role in innovating and designing smart products and manufacturing systems of theIndustry 4.0 revolution. However, the current mechanical engineering curriculum has not keptpace. In this paper, we present an overview of a new curriculum along with the design of aninexpensive smart flowerpot device that was used as an instructional tool throughout thecurriculum. We provide details about how two

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

A Zachary Trimble, University of Hawaii at Manoa; Wayne A. Shiroma, University of Hawaii at Manoa; David Garmire, University of Hawaii at Manoa; Aaron T. Ohta, University of Hawaii at Manoa

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Paper ID #15908Multidisciplinary Vertically Integrated Project (VIP) Teams at the Universityof Hawaii: Challenges and SynergyDr. A Zachary Trimble, University of Hawaii at Manoa A Zachary Trimble is an Assistant Professor of Mechanical Engineering and self described Gizmolo- gist. Zac received his bachelor’s from the University of Utah and both his Masters’ and PhD from Mas- sachusetts Institute of Technology (MIT) for his work on Vibration Energy Harvesting. Currently Zac is pursuing research in precision astronomical instruments, Anisotropy in 3D printing, Frequency Tuning of Vibration Energy Harvesters, automating

Collection

1999 Annual Conference

Authors

Gary P. Langenfeld; David Wells

(what happens during defined periods of enrollment in a specified curriculum) andworking (what we do in ‘the real world’). This is a separation that society can no longer afford. Page 4.148.2And it is an artificial differentiation no longer needed.Relevance and Cogency in Engineering Education: Examination of a conduciveenvironment for continuous learning begins with restatement of some well-worn, but sometimesmislaid, truths. Learning is a key part of life. Accumulation of knowledge occurs all the time --in the workplace as well as in more traditional ‘educational’ settings. The objective in theKnowledge Age is to recognize, organize and

Conference Session

New Trends in Engineering Graduate Education

Collection

2007 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University; Stacey Breitenbach, California Polytechnic State University; Robert Crocket, California Polytechnic State University

Tagged Divisions

Graduate Studies

also the solution tothe social challenges confronting us on local and global scales.BS Engineers - Birds in Gilded CagesThe plight of engineers with BS degrees is viewed as enviable by most other college graduates.As engineers we know it is an earned situation. BS engineers command high salaries vis-a-vistheir counterparts in other majors. The engineering curriculum is usually more extensive andmore intensive than other curricula, and the BS engineer provides an immediate and valuableservice to their employer. Graduates in most other disciplines are aware that furthering theircareers, to their own and their employers benefits, will require that they go on to a professionalor graduate school of some sort. Only engineers are thrust into the

Collection

1999 Annual Conference

Authors

Anton Pintar

ABET; the AIChE Program Criteria inEC2000 require a working knowledge of the safety aspects of chemical processes.There are three ways of incorporating chemical process safety into the chemical engineeringcurriculum: (1) a course or courses devoted to process safety, (2) integration of chemicalprocess safety into existing courses and (3) a combination of the two approaches.Having a separate course in chemical process safety puts process safety in a prominentposition in the curriculum, forces the students to focus on process safety, and is the best way todeal with certain safety topics such as toxicology, industrial hygiene, dispersion models anddesign of relief systems. However, the students may compartmentalize safety and treat it as atopic

Collection

2018 ASEE Zone IV Conference

Authors

Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Trung H Duong, Colorado State University, Pueblo

, aeronautical4, andmanufacturing2, 3, 7 engineering.The use of industrial robots in various undergraduate engineering and engineering technology labsis also well documented in literature. Industrial robots are used in manufacturing engineering8, 9,industrial engineering10, electrical engineering technology11, 12, mechanical engineeringtechnology13, etc.Curricular ContextThe industrial robot described in this work is used in an undergraduate lab in a required senior-level computer-integrated manufacturing course at our university in two ABET accreditedengineering programs: Bachelor of Science in Engineering with Specialization in Mechatronics(BSE-Mechatronics) and Industrial Engineering. Computer-Integrated Manufacturing (CIM) is athree credit-hour

Collection

2021 First-Year Engineering Experience

Authors

Andrew Skelton, York University; Jermin Bates, York University; Julia K Frank, York University

Mathematics Education, and Experiential Learning in Mathematics, who is planning a career as a mathematics educator.Miss Julia K Frank, York University Julia is a current Bachelor of Education student who recently completed an undergraduate degree in the Mathematics for Education, B.Sc. program. She is specifically interested in the use of vertical non- permanent surfaces and collaborative learning in mathematics, and is planning a career as a secondary mathematics teacher. American c Society for Engineering Education, 2021 Work-in-Progress: Curricular Integration of First-Year Experience ProgrammingThe gold standard of First-Year

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University

Tagged Topics

NSF Grantees Poster Session

curriculum design and development targetingprofessionals, undergraduates and community college students interested in advancing theirskills in data science in the context of Industry 4.0 and intelligent manufacturing. The projectteam has accomplished several main tasks towards the goals of the project in Year 1, to bedetailed in this paper.IntroductionNortheastern University (NU), in collaboration with three Manufacturing USA Institutes,proposes to build an Integrative Manufacturing and Production Engineering Educationleveraging Data Science (IMPEL) Program to address the current and projected skills gap inmanufacturing which is anticipated to leave an estimated 2.4 million manufacturing positionsunfilled between 2018 and 2028 [1]. This skill gap is

Collection

1996 Annual Conference

Authors

Mohammad M. Asoodeh; Carl W. Steidley

SoutheasternLouisiana University (SLU) have initiated a joint project to build computing facilities and curricular programswhich will provide outstanding educational opportunities for computer science and industrial technology majors.Among the aims of this collaboration is to create a model computer integrated manufacturing facility, built onexisting and recently acquired equipment and facilities. Moreover, this project is a part of an IntegratedUndergraduate Technology-Rich Curriculum. In its publication Report on the National Science Foundation Disciplinary Workshops onUndergraduate Education [2] the National Science Foundation had this to say about undergraduate computerscience laboratory facilities: “The laboratory infrastructure is not in

Conference Session

Design in Engineering Education Division (DEED) - Assessment of Design Projects and Approaches to Capstone Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Behzad Beigpourian, University of Tehran; Hannah Budinoff, The University of Arizona; Philipp Gutruf, The University of Arizona; K. Larry Head, The University of Arizona

Tagged Divisions

Design in Engineering Education Division (DEED)

. IntroductionEngineering curricula have traditionally been developed around fundamental engineering coursesand this has resulted in programs prioritizing simple problem-solving activities over open-endedproblem-solving and integrative design learning experiences [1], [2], [3]. Although manyengineering schools have cornerstone and capstone projects that contain significant designopportunities for students in the first year and senior year, respectively [4], there is a need toscaffold student’s design skills throughout an entire curriculum [5].A critical need in curriculum development is the ability to assess student design knowledge. In theengineering education literature, there have been numerous studies that reformulated engineeringprograms or developed design