Collection

2015 ASEE Zone 3 Conference

Authors

Christopher M. Moore; Semih G. Yildirim; Stuart W. Baur

7 © American Society for Engineering Education 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)problem and for addressing the challenges of completing an inhabitable and marketable officespace.2.3 Results of the activityThe grade of the group is reflected by the successful completion of two different tasks, the posterwhich has details of the solution for successful design completion and the scaled model of thebuilding/site made from prescribed materials, which in this case was foam board and corrugatedpaper. Samples of poster presentation and scaled models in 1/50 are shown in Figure 8 and 9.These models were graded on

Collection

2015 ASEE Zone 3 Conference

Authors

Brian Sandford

prepared.Both the individual and team score is reported and contributes to their final grade. The sayingthat 2 heads are better than one is generally true and students must practice being good teammembers as a good team score will reflect good contributing members while a poor team scoreonly reflects upon unprepared team members.A mid-term, final exam and weekly homework assignments, as well as the use of iPads as atranslation, quiz, and testing tool, compliment the required student language practice andevaluation components already described.FindingsA pre-test/post-test 50 question language self-assessment survey was given to the students in theSpanish for construction course during the spring 2010, fall 2010, and spring 2011 semesters.The survey

Collection

2015 Pacific Southwest Section Meeting

Authors

Thomas M. Korman

active participants in their own education. Students learn far more by doingsomething active rather than by simply watching and listening2. Therefore, to take advantage ofthe studio-laboratory format of the course proposed in the new curriculum, the faculty waschallenged with developing experiential learning experiences to enhance student learning.Experiential LearningExperiential learning is learning through reflection on doing, which is often contrasted withdidactic learning. Experiential learning is related to, but not synonymous with, experientialeducation, action learning, adventure learning, free choice learning, cooperative learning, andservice learning. While there are relationships and connections between all these theories ofeducation

Collection

2015 Pacific Southwest Section Meeting

Authors

Lucie Alidieres-Dumonceaud; Chantal Charnet

also broughtforth other variables in distance learning that were not necessarily taken into account before :(1) the inability to travel, (2) copyrights and intellectual property rights, (3) the developmentof a meta-language, of instructions and of content.Situational and educational constraints play into the dynamics in the implementation ofdistance learning lessons. In order to adapt best to specific cases, a larger reflection mustoccur on the type of scenario-building that should be put into place. We can now askourselves how the modifications made in resources for student-inmates can benefit otherstudents. Distance learning that occurs in a learning context without Internet access is a motorfor the development of scenario-building of course

Collection

2015 Pacific Southwest Section Meeting

Authors

Eric J. White; George Jing; Sandrine Fischer

. To illustrate this, we consider the TIPP classification mentioned inthe Introduction. TIPP classifies exercises by knowledge type (information and mentalprocedures), which are further divided into six increasingly reflective processes. Homeworkexercises were selected from one chapter of an introductory physics textbook5 used at a largepolytechnic state university. Exercises were classified by two students and one instructoraffiliated with the phiMap project. Figure 6 displays the frequency of exercises per TIPPcategory for this chapter. For this sample audit, we consider only the first three cognitiveprocesses, which in the figure correspond to retrieval (1a–b), comprehension (2a–b), and analysis(3a–e). Note that higher levels (knowledge

Collection

2015 Pacific Southwest Section Meeting

Authors

Sandrine Fischer; Kelli Yogi; Eric J. White

the problem goal9. In comparison, experts would applyan equation to the information given in the statement of the problem and see if that strategyrealizes the goal. Along these lines, one can expect students to fixate on physics quantitiesdifferently than would experts.The trace of a problem formed in one’s memory reflects the attention allocation and strategiesdeployed during its solving. Verbal protocol analyses have revealed novices’ representation ofproblems to be detailed and less thematic than that of field experts7. According to recognitiontests, novices remember more features of a problem diagram, even those that are non-meaningfuland less thematically relevant10. This raises the concern that problems excessive in content maylead

Collection

2015 Pacific Southwest Section Meeting

Authors

Gregg L. Fiegel; Nephi Derbidge

formative and summative assessments. We believe the daily quiz approachprovides a valuable and efficient means for assessing student performance. We presentassessment results showing correlations between student quiz performance, midterm examperformance, final exam performance, and overall course performance. Finally, we discussstudent opinions regarding this approach to course instruction and assessment, and we reflect onthe benefits of using this approach in our classes.IntroductionThe following paper describes our experiences using daily quizzes to assess student performancein a third-year civil engineering course on geotechnical engineering. The lead author hasassigned daily quizzes in this course for over 10 years. The paper's co-author

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheri Sheppard, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mary E. Besterfield-Sacre, University of Pittsburgh; Nathalie Duval-Couetil, Purdue University, West Lafayette; Angela Shartrand, VentureWell; Laurie Moore, National Center for Engineering Pathways to Innovation (Epicenter); Emanuel Costache, SageFox Consulting Group; Andreea Mihaela Fintoc; Qu Jin, Stanford University; Calvin Ling, Stanford University; Florian Michael Lintl, Stanford University; Leticia C. Britos Cavagnaro, Stanford University; Humera Fasihuddin, VentureWell; Anna K Breed

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Mary E. Besterfield-Sacre, University of Pittsburgh Dr. Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Industrial Engineering at the University of Pittsburgh. She is the Director for the Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quincy Brown, American Association for the Advancement of Science; Renetta G. Tull, University of Maryland, Baltimore County; Lourdes A. Medina, University of Puerto Rico at Mayaguez; Michelle Beadle Holder, University of Maryland, College Park; Yarazeth Medina, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

other intercultural competencies.Results - Part 1: International Collaboration: Barriers & RecommendationsAs part of their blogging reflections, delegates were asked to list five factors they consider to bebarriers to international collaboration for underrepresented minorities, particularly related towork/life balance. They were also asked to provide recommendations for dealing with suchbarriers. The following sections provide an overview of common factors discussed among thegroup both from the general perspective of being underrepresented minorities as well as relatedto the issues specific to women.Both male and female delegates listed lack of knowledge as one barrier to participation ininternational collaboration. As one male Latino

Conference Session

Graduate Recruitment & Professional Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Adam Blake Baker, University of Michigan; Diane L Peters, Kettering University; Steve J. Skerlos, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, with average doctoral graduation ages of 30, 31.2, and32, respectively, whereas students in humanities (average 34.2) and other non- science andengineering fields (36.2) skewed slightly older19. While it’s likely that this difference ingraduation age between fields is due in part to a higher proportion of returning students in non-engineering fields, it may also reflect differences in average time to degree and proportion of parttime students in these fields. Of all of the doctoral degrees awarded in engineering in 2012, 22.2percent were awarded to women20. Among 2012 engineering PhD recipients that were USCitizens or permanent residents, 69.8 percent identified as white, 15.7 percent as Asian, 5.4percent as Hispanic, 4.3 percent as Black or

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

effective innovation areoften anxiety producing. To make matter worse, an engineer’s performance in these same areasis directly diminished by the resulting fear and insecurity. These areas include creativity,ethnographic research (which involves observing and talking with strangers), presenting one’sideas to peers and superiors, accepting and objectively reflecting on constructive (and non-constructive) criticism, and working on teams with people whom you did not select (and may notlike). The more confident and competent one is in performing these tasks, the more effective aninnovators he/she is. However, if the inherent anxiety of these tasks diminishes one’s confidence,the reduction of competence will follow, leading to yet lower confidence.An

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

university mandated evaluation. Students were asked to reflect onthe strong and weak points of the course in open-ended questions. Product Archaeology was notspecifically targeted in any questions. Below are representative comments, grouped by theme.In general, students found the approach to be somewhat disorienting, but found the focus on valueand the use of a real device to be helpful. • “I found 408 to be extremely helpful in determining and thinking about value. Throughout the semester I kept referring back to this in order to gain a clearer understanding of the components of a company”. • “It was helpful to have an actual physical device to work with”. • “We had to do a lot of this ourselves, which led to strong

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luciana C. El Debs, Purdue University, West Lafayette; Rich Dionne, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

per meeting, and only after theyhad already started working on their final semester project. Observations were made at differenttimes on different days, allowing for the researcher to note any differences in activities across thefour hour session.3.3. Data analysisData analysis was performed in two phases. First, following the guidelines of provisionalcoding30 an initial coding scheme was developed, based on Jonassen9’s problem solvingstrategies. This scheme was used to code the observation notes.The second phase included comparing the third party observer’s reflections to those of theinstructor. Both observers reported their impressions individually in written form. The observersreviewed one another’s notes. Results were then analyzed by

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

forassistance.This type of analysis is also a subjective process, because it relies on human linguistic exchange,beginning with the writers of the question and ending with the participants’ responses to thequestion. Because the survey in this case is an anonymous, linear instrument, no dialogiccommunication occurred between writers and participants. Although it does not reflect on thevalidity of the survey or the research outcomes, it warrants a note because of the subjectivityinherent in such a mono-logic transfer of information. Therefore, any responses that wereincoherent or missing were coded as not readable (NR) because no effort could be made tocontact participants for linguistic clarity.Researchers administered the survey as primarily a quantitative

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

reflection ofthe teachers’ Unit implementation, we will work with the project team and resource team tosupport professional development for the teachers to improve their CBL and EDP instruction. Page 26.1427.2IntroductionNext Generation Science Standards (NGSS), as defined by the National Research Council(NRC), include the critical thinking and communication skills that students need forpostsecondary success and citizenship in a world fueled by innovations in science andtechnology20. These science practices encompass the habits and skills that scientists andengineers use day in and day out. Ohio’s New Learning Standards for Science lists the

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Paul D. Mathis, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

useful interaction  Not enjoyable  Not as efficient  Need interesting as other discovery and present peers behaviors  Need instructors  Did not realize to encourage benefits collaborationObserving  Not reflective or  Lack ability to  Unstructured –  Not emphasized attentive to associate from benefits not in many classes everyday

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Susan E. Shadle Ph.D., Boise State University

Tagged Divisions

Mathematics

Page 26.355.4with a curriculum about enhancing teaching and learning and with frequent seminars andactivities that provide learning, development, the scholarship of teaching, and communitybuilding.”4, p. 8 As described in the literature, these groups generally draw faculty from multipledisciplines. The underlying logic of using an FLC to promote faculty change is that“undergraduate instruction will be changed by groups of instructors who support and sustaineach other’s interest, learning, and reflection on their teaching.”6 Indeed, studies have shown thatfaculty participation in FLCs increases interest in the teaching process, enhances understandingand influence of the scholarship of teaching and learning, increases reflective practice

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University; Paula Gangopadhyay, The Henry Ford (museums)

Tagged Divisions

Entrepreneurship & Engineering Innovation

information see Reference 11.The second and third days were dedicated to exploring ingenuity and innovative progress whilealso visiting innovative sites as the students toured the Henry Ford Museum, Greenfield Village,and the Ford Rouge Factory where F-150 trucks are assembled. While each of the three sitesrequires a full day or more to explore, the students used self-guided itineraries focused oninnovation and developed by The Henry Ford to allow efficient exploration in a shortenedformat, with questions and reflections. The Henry Ford Museum includes areas focused on“Made in America – Manufacturing and Power” which showcases some of the earliest Wattsteam engines and allows participants to fabricate an actual Model T (Figure 2). Also on displayis

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

pedagogical strategies.5 The challenge of including engineering within the elementary classrooms is furthercomplicated by the dichotomy between how failure has been traditionally perceived withinengineering and education.5 Within engineering, the engineering design process accounts for thelikelihood of failure by its iterative nature; it is presumed that initial attempts to solve a particularproblem may fail to meet design criteria or not meet those criteria as well as subsequent designs.Henry Petroski, a frequent writer on engineering failure, reflects on the nature of engineers tocontinually learn from failure, in effect establishing it as a normal part of engineering design: Because every successful design is the anticipation and

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Prashant Rajan, Iowa State University; Charles T. Armstrong, Purdue University, West Lafayette; Elizabeth J. O'Connor , Ketchum Change; Patrice Marie Buzzanell, Purdue University, West Lafayette; Rebecca L. Dohrman, Maryville University; Colleen Arendt, Fairfield University ; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

supervisors as role models and mentors. Third,male engineers did not describe mentoring solely as an instrumental or task-focused exercise,7,8Engineers reported mentoring experiences in both relational and task-oriented terms and oftenemphasized the relational aspects and benefits to having a mentor. Overall, theiracknowledgement of mentoring while struggling to initially recall such experiences and lateremphasizing their feeling of being highly self motivated and autonomous reflected theautonomy-connectedness dialectic. In the following sections we briefly review the literature oncareers, career socialization and mentorship.BackgroundPrevious research on female engineers’ mentoring and career socialization discoursesA study focusing on the nature of

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Goldsmith P.Eng., University of Calgary

Tagged Divisions

Computers in Education

. Page 26.1752.2Each module of this virtual laboratory focuses on explicit learner outcomes for a particularcourse. For example, the Planar Mechanisms module, which is the main focus of this paper, is forthe learning and assessment of concepts in a third-year mechanical engineering course on thekinematics and dynamics of mechanisms. The ‘Learning’ and ‘Teaching’ functions in theFLATLAB acronym reflect the student-centered and knowledge-centered components,respectively, of the ASK paradigm.While much of the current research on virtual learning environments focuses on immersive 3Denvironments 2 , FLATLAB takes advantage of the fact that many engineering systems have 2Drepresentations that learners can physically interact with through a 2D visuo

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

Materials

knowledge using the uniqueliteracy tools and language of the discipline2.The broader outcomes of disciplinary literacy practice are to build reflection and sense making instudents, bringing them conceptually forward from their novice understanding. The link between sensemaking, and conceptual understanding has a research history in engineering 6, and is explicitly linked forK12 science7,8. The purpose of infusing disciplinary literacy into engineering curriculum is to buildhabits of thinking, and to help students develop a deeper understanding of core content ideas. This alignswith development of expertise, as disciplinary literacy practices build towards effective communicationusing discipline specific content language9-15. The U.S. Accreditation

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dongdong Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Deniz Eseryel, North Carolina State University; Uzair Nadeem, Prairie View A&M University; Atiq Islam, Prairie View A&M University; Deron Arceneaux, Prairie View A&M University

Tagged Divisions

Computers in Education

procedures and share themwith each other in groups. They provided feedback to each other’s screencasts and had theopportunity to reflect upon their own screencast design. Different from the traditional andteacher-centered instruction, students in the experimental section took the lead to create theirlearning materials and shared them with their peers. They developed the feelings of belongingand ownership as they created these screencasts. Students were actively involved in thescreencast-making process and motivated to learn. They also received timely feedback fromother students. Students learned from each other and taught each other. In this paper, we discussed the project activities and presented the preliminary results of thefirst

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Introduce project!! template Choose Semester Research Initial References, PowerPoint Limitations or Bias in Individual reflection on Grand Group Discussion on

Conference Session

INDUSTRY DAY SESSION: CMC PANEL SESSION TWO

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary K. Pilotte, Purdue University, West Lafayette; Rick I Zadoks, Caterpillar Inc.; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

Corporate Member Council

the so-called “six themes of Six Sigma”: genuine focus on the customer; data andfact driven management; processes are where the action is; proactive management; boundary-less collaboration; and drive for perfection-tolerate failure [1], this paper unpacks thecollaborative processes and perspectives by which this course was developed and continues toevolve and improve. Authors suggest that collaborative industry/academic efforts may benefitby reflecting upon their work product through the six themes of Six Sigma as an alternativeassessment framework to traditional academic assessment approaches.IntroductionSix Sigma – An improvement mindsetSix Sigma is a quality management system that swept the industrial sector in the 1990’s andbecame

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

reflection of the socioculturalinfluences that are a tenant of the Industry Fellow model. Even when using video technology forvirtual classes, it is difficult to replicate the personal interaction of a true face-to-face class.Table 3. Industry Fellow (IF) Impact on Learning Survey Question Original “Light”* Original “Heavy”* Replication Study IF material: comprehension 94% 91% 82% IF material: retention 94% 91% 76% All material: comprehension 94% 91% 82% All material: retention 94% 91% 70%* Original survey question

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Daniel Manser, University of South Florida; Colleen Claire Naughton, University of South Florida; Matthew E Verbyla; Christine Prouty, University of South Florida; Kevin Orner, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International

they were/are, their undergraduate education, which courses they tookand extracurricular organizations they participated in at the University of South Florida prior toservice, if and where they published their research in an academic journal, and their currentemployment.The second part of the survey had the alumni or student rank how each of the MIP elementssatisfied the four global competencies on a scale of one to five (one being not at all, two being alittle bit, three being somewhat, four being well, and five being very well). This part of the onlinesurvey was divided into three pages: pre-Peace Corps service (on campus), Peace Corps Service,and post Peace Corps service. This reflected the three stages of the MIP. The pre Peace

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University

Tagged Divisions

First-Year Programs

significant difference PRE-STEP toPOST-STEP, qualitative data from this question indicate clear decision making in the reason toleave engineering, and finally, patterns from our study reflect others work in this area. Question: Rank the top ONE (1) to THREE (3) of the  following influences on your decision to change your major  from engineering to something else. 24.00% Uncertain of future career options 20.00% Initially majored in engineering due to parental 17.00% pressure and later decided it wasn't for me

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

context of the performance criteria. objectives and the sustainability outcomes as curriculum. university’s core themes related to improvability and Outcomes are (i.e., strategic and learning endurance are not The program may be contextualized in the goals). necessarily considered. developing performance curriculum and reflect the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

. Student and faculty assessment of the pilot to dateshow good progress made but challenges remaining. A significant feature of this initiative is itsgoal to scale the approach to all engineering programs at the university.  Introduction  Engineering educators are challenged to prepare their students with the knowledge andcompetencies that will support success both in the immediate post-graduation period and also asthe foundation for careers in the rapidly changing global environment in which these will bepursued. It is not sufficient to educate engineers just to be technically competent. Engineeringcurricula and the accreditation criteria for engineering programs have evolved to reflect thisreality by demanding that an array of non-technical and