Conference Session

Capstone Projects, Design Projects, and Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emil H Salib, James Madison University; Joshua Alfred Erney, James Madison University; Matthew Edwin Schumaker

Tagged Divisions

Multidisciplinary Engineering

to be interconnected, and therefore collaboration and interactions amongthe other three sub-teams suffered significantly and reflected negatively on the entire project.The real solution “glue” and those who had to be “separated”This lack of leadership from the integration team resulted in other members stepping up to takethe integration of the project into their own hands. These members bypassed the integrationteam to work with other sub-teams directly. This direct communication created a situation wheresome members were no longer bound to their sub-teams and was viewed as the “real” integrationsub-team at least from a technical perspective. In specific case, there was one student, who wasvery skilled in his area as well as in other areas

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C Bower P.E., The Citadel; Ronald W. Welch, The Citadel; Douglas H. Fehrmann, The Krause Center for Leadership and Ethics, The Citadel

Tagged Divisions

Civil Engineering

faculty tenure and promotionprocess for working with students outside of class.Combined Mapping of Overall Program for Leadership DevelopmentUsing linkages and mapping previously described, Table 6 provides a comprehensive overviewof student leadership development for civil engineering students reflecting both curriculuminstruction and extracurricular activities. A total of 16 course goals evaluated using embeddedindicators are dedicated to CEE Department program outcomes that support leadershipdevelopment, excluding an addition 12 that are aligned with engineering design. As shown inTable 6, course goals covered in the curriculum are generally aligned with lower levels ofBloom’s Taxonomy, Level 3 or lower. With addition of representative mapping

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica Drennan MSW, Centers for Disease Control ; Mary Y. Lanzerotti, Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean J Creighton, Southwestern Ohio Council for Higher Education; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology

Tagged Divisions

Community Engagement Division

to move forward legally to upgrade a long-standing summer research program. The views expressed in this document are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government. Page 23.395.4IntroductionThis paper introduces a novel and unique way forward to upgrade a long-standing summerresearch program at a government institution to include components that are now standard atcivilian programs, such as National Science Foundation (NSF) Research Experiences forUndergraduates (REU) programs. Critical to the success of this new paradigm

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Lynn Charles Rathbun, National Nanotechnology Infrastructure Network, Cornell University

Tagged Divisions

International

) Avg. It allowed me to identify/perceive the world context of technology 4.7 It allowed me to see how technology can help improve the lives of under- 4.6 served populations It allowed me to put my research in the context of the global arena 4.1 It allowed me to have discussions with the foreign participants about 4.8 It opened upand technology mysociety understanding of technology and the impact on society 4.6 It has influenced my future in terms of my career choices 4.1 Reflection questions post experience (1+ years since iWSG) Avg. I believe that my iWSG experience

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

selected problem and were asked to decide which problem they wanted to solveusing engineering. The next two days were dedicated to making a stop-motion action movieusing SAM software [23] to explain their problem and proposed their solution to the class. Weeksseven and eight were spent designing, building, and testing. The materials students used to buildtheir prototypes consisted of whatever was available in the classroom and supplies obtained byrequest from the STOMP fellows. The last day of the unit was dedicated to reflection about theprocess.Data CollectionThe primary method of data collection was video of in-class student group work and largerclassroom discussions. Pictures of student artifacts were also collected to document the stages

Conference Session

Product Development and Manufacturing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay R Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University; Wei Zhan, Texas A&M University

Tagged Divisions

Engineering Technology

, National Instruments, and 3M during the curriculum development process was critical in the creation of these courses. This sequence includes courses in device/system testing, engineering statistics and data analysis, leadership, and product development business/engineering best practices. In addition to revising the curriculum, the program name has now also been changed toElectronic Systems Engineering Technology (ESET) to better reflect the new emphasis onproducts and systems.New Course Development As part of the new curriculum, in addition to restructuring and augmenting existingcourses, three new courses were developed. These supported both the embedded systems and theproduct development tracks as discussed above

Conference Session

Beyond the Classroom: Summer and Scholarship Programs to Engage Minorities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ivan Lopez Hurtado, Northern New Mexico College; Charles Knight, Northern New Mexico College; Raul R Peralta, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College

Tagged Divisions

Minorities in Engineering

participated in field experiences to practice the topics learned in the classroom.Examples of such activities included: 1) 3-4-5 Rule in the Construction Trades and its relation tothe Pythagorean Theorem; 2) Proportional Triangles--determining the height of a street lamppost; 3) Slopes--determining the rise and run of a ramp (on campus). See Figure 1. Theseactivities were important as icebreakers and help students to reflect on the importance ofapplication of theoretical concepts. Page 23.55.7 Figure 1: Field Experiences (Applying the 3-4-5 Rule

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University; Rajiv Ramnath, Ohio State University; Bruce W. Weide, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Teaching Presence (Structure/Process) Fig. 1. Community of Inquiryeducational systems, it is also appropriate for learning environments that are (mostly or entirely)face-to-face. The three principal elements of the CoI model are social presence, cognitive presenceand teaching presence. Social presence may be defined as the degree to which participants in thelearning environment feel affectively connected one to another; cognitive presence represents theextent to which learners are able to, via interactions with each other, construct and refine theirunderstanding of important ideas through reflection and discussion; and teaching presence is the

Conference Session

Practical Teaching

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lam F. Wong, Cuyahoga Community College, Metropolitan; Henry Griffith, Wright State University

Tagged Divisions

Manufacturing

ProductDevelopment for utilization in academia based upon existing best practices in industry. Theproposed definition is formulated as a coupling of an engineering process and a leadershipframework, which respectively formulate the mission and vision for the process. Theengineering process is based upon classic theories of product development integrated within aconcurrent, sustainability focused framework. The leadership framework, which is developed asan expansion of the aforementioned TBL, completes the SPD process by providing guidance forthe establishment of a sustainability focused culture within an enterprise. After introducing thisprocess, a reflection detailing the challenges and opportunities associated with the inclusion ofSPD principles within a

Conference Session

Ocean and Marine Tech Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Radian G Belu, Drexel University (Tech.); Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.)

Tagged Divisions

Ocean and Marine

oftenlacking in many engineering courses, using traditional teaching approaches. Furthermore, thedesign experience motivates student learning and develops skills required in industry.The development and implementation of a project solar energy harvesting in our senior projectdesign course is described here. The project is used to allow students to apply fundamentalengineering concepts as well as principles of engineering design. The societal impact of theproject, Solar Energy Scavenging, also makes students more aware of what engineering can do toaddress current energy issues worldwide. Presently we are modifying the content of the projectto address the main concern that many students expressed in their reflection papers, i.e. the levelof complexity

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan Munson, University of Wisconsin, Milwaukee

Tagged Topics

NSF Grantees Poster Session

and do not necessarily reflect the viewsof the National Science Foundation. The authors would also like to thank Shuwen Tang,Cindy Walker, Todd Johnson, Tina Current, Sharon Kaempfer, and Jennie Klumpp (all atUWM) for their assistance with this project.Bibliography1.National Science Board. 2003. The Science and Engineering Workforce: Realizing America’s Potential.Publication NSB 03-69. (www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf)2. Augustine, N. “Rising Above the Gathering Storm: Energizing and Employing America for a BrighterEconomic Future”, Committee on Science, Engineering, and Public Policy (COSEPUP), 2007.3. Good, J., Halpin, G., and Halpin, G. “A Promising Prospect for Minority Retention: StudentsBecoming Peer Mentors”, J

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; Kyle Pace; Jeremy R Anderson, EASENET

Tagged Divisions

Energy Conversion and Conservation

) Max. Temp. (40 g)Temp. Cellulose Temp. Lignin Direct Combustor Direct Combustor 2286 K 1837 K 673 K 691 KAs expected, the experimentally-measured temperatures were significantly lower than thecalculated theoretical adiabatic flame temperatures as a result of the assumptions described inEquation 5, derived from Equation 4 above. Moreover, the overall initial fuel mass had littleimpact on the maximum measured temperature. So, the deviation in measured temperaturesbetween 30 g and 40 g in the direct combustor likely reflects the inaccuracy of the experimentalflame temperature interrogation technique. 40 35 Direct Combustion 40 g 30

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wookwon Lee, Gannon University; Harry R. Diz, Gannon University

Tagged Divisions

Energy Conversion and Conservation

Activities Conference.Finally, a Course Exit Survey was given in the end of each semester to collect student’s assessmenton their learning and course itself. All of the assessments indicated that students learningexperience was great, including positive reflections of their experience in traveling to Washington,DC, as part of the project team, to participate in the US EPA-sponsored expo.5. Discussion, Conclusions, RecommendationsIt was found that the energy yield upon torrefaction was more than 90% of untorrified energycontent and loss in mass per pellet was less than 2%. The overall conversion efficiency from wet-weight biomass material to ultimate pellet would be subject to further refinement, but it appearedthat dry weight could directly

Conference Session

Recruitment, Retention and First-year Programs in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hector A. Ochoa, The University of Texas at Tyler; Mukul Shirvaikar, University of Texas at Tyler

Tagged Divisions

Electrical and Computer

mean rating for each question is measured on thehorizontal axis, while the amplitude of the normal distribution is represented on the vertical axis.The students were given a survey composed of sixteen questions to evaluate the success of thecourse. The survey is given to the students the last week of the semester during class. Theprofessor is required to leave the classroom while the students fill out the survey. Since some ofthe questions are reflective in nature, in the following years the authors will seriously considermodifying the survey methodology to include two surveys: one at the beginning of the class andone later. One of the major difficulties with this approach is to quantify and measure items like“knowledge of the area of

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob Dean Wheadon, Purdue University; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

further research and analysis within and across GlobalInstructional Objectives to understand the relative importance of topics and how to measurequality. It is also important to study how this may vary across academic disciplines.There are limitations to focusing on business plans as the basis for such analysis. First, is theextent to which a business plan is truly an experiential learning activity versus a traditionalacademic assignment. In the literature, experiential learning has a precise definition and itsmajor characteristics have been well agreed upon (Kolb & Fry, 1975; Kolb, 1984). When donecorrectly, it consists of 4 phases: 1) providing an action for students to experience, 2) havingstudents reflect on the action and experience, 3

Conference Session

Capstone Design Courses and Tools in support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Guerra, NASA Headquarters; Gloria A. Murphy, NASA; Lisa D. May, NASA Headquarters

Tagged Divisions

Systems Engineering

teams do not actively use systems engineering processes, butinstead write their paper to match the rubric after the design and build of their lunabot. Suchbehavior completely misses the point of the paper as a required element of the competition. Infact, one student mentioned that she was responsible for writing the paper, and upon completion Page 23.203.12she realized that the systems engineering processes could have helped the team design a betterlunabot. Even worse, some teams completely ignore the rubric and submit a paper reflecting partof their course requirements or a paper written at the last minute.Table 8 shows the distribution of

Conference Session

Engineering and Public Policy II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ida B Ngambeki, Purdue University, West Lafayette; Dennis R. Depew, Purdue University, West Lafayette; Melissa Jane Dark, Purdue University; Rylan C. Chong, Purdue University, West Lafayette

Tagged Divisions

Engineering and Public Policy

information; exposureexperiences allow students to apply and contextualize knowledge; and longer experiences likecourses and programs give students time to reflect on their progress and provide moreopportunities for them to control their learning.Bloom’s taxonomy provides another way to demonstrate the affordances of the differentapproaches to policy learning. In this taxonomy there are four types of knowledge viz. factualknowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge19.Programs and certificates can cover all these forms of knowledge where talks and seminars mayonly cover one domain such as factual knowledge. The same can be said for the levels ofintellectual behavior outlined in the cognitive domain of Bloom’s

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; Miriam Regina Simon, Ohio State University

Tagged Divisions

International

. 107-22, 2006.[3] G. M. Warnick, P. P. Magleby and B. E. Nelson, "Developing a Pervasive, College-wide Approach to Integrating Achievement of Global Competence into the Curriculum," American Society for Engineering Education AC 2012-4834, San Antonio, TX, 2012.[4] S. Klein-Gardner and A. Walker, "Defining Global Competence for Engineering Students," American Society for Engineering Education AC 2011-1072, VanCouver, BC, CA, 2011.[5] I. T. B. Clarke, N. D. Wright and R. M. McMillen, "Student Intercultural Proficiency from Study Abroad Programs," Jornal of Marketing Edcuation, vol. 31, no. 2, pp. 173-81, 2009.[6] T. Williams, "The Reflective Method of Intercultural Competency: A Multidimensional, Qualitative Approach

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Gardner promotes what is known aseducation for understanding. Further, one should make sure that the assessment and evaluationis completely holistic (Gardner, 1993). This ensures that student success outcomes are exactlydetermined and is measured accurately (Armstrong, 1994). Many scholars have alsorecommended and supported a value-added concept of education by doing assessments before,during, and after a course (Barr & Tagg, 1995). In his book Learning Paradigm College JohnTagg identifies essential features for generating such a paradigm and provides a flexible guideand a blueprint for implementing specific changes (Tagg 2003). It is important that the aims and objectives of discovery approach are reflected in everyaspect of the

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eduardo Alfonso Suescun-Florez, Polytechnic Institute of New York University; Ryan Francis Cain, PS 3 The Bedford Village School; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

their favorite aspect of thescience course. The classroom teacher believed that concepts learned in soil mechanics weremore memorable to the students than those encountered in a traditional class. Finally, we believethat the opportunity for elementary school students to interact closely with goal-oriented rolemodels, who are studying engineering, will help them to develop academic goals for themselves.5. Reflections, Sustainability, and Conclusions The observations on student engagement from the Fellow and classroom teacher arelargely positive for both science and math lessons. The students were reported to be eager toparticipate in the lesson and actively encourage other classmates to join. They attentively listenedto the lesson

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Mehmet Ayar, TUBITAK; Dennie L. Smith, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.[2] Wenger, E. (1998). Communities of practice: learning, meaning, and identity, Cambridge, MA: Cambridge University Press.[3] Wenger, E., White, N., Smith, J., & Rowe, K. (2005). Technology for communities. Retrieved from http://technologyforcommunities.com/[4] Yalvac, B., Ehlig-Economides, C., Brooks, L. A., & Smith, D., (2009, July). An international, interdisciplinary, and dynamic approach to teaching energy utilization and

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alex Albert, University of Colorado

Tagged Divisions

Educational Research and Methods

attempt to describe a pedagogical innovation anddemonstrate its impact on student learning. These studies include qualitative measurements ofimprovement such as student feedback in learning logs 1 and quantitative measurements such asperformance on examinations 2. The vast majority of researchers assess the impacts of newteaching methods primarily using correlational or comparative studies. They often gatherempirical data to understand if there is an improvement combined with qualitative feedback instudent reflections to understand why the intervention was successful or unsuccessful. Nearly allof these pedagogical studies aim to measure the improvement in learning resulting from anintervention. These studies essentially aim to perform a

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Kwadwo Osseo-Asare, Penn State University; Victor A Atiemo-Obeng, The Dow Chemical Company (Retired)

Tagged Topics

ASEE International Forum

relevant evaluation forms will be provided. Attire: Business casual.This assignment was designed to encourage the students to appreciate the minerals-materialslinkage, and to go beyond factual information to conceptual understanding and problem-solving.It was to challenge the students to reflect on and think broadly about their work as scientists andengineers. We wanted them to be aware of and appreciate the wider context and the policyimplications of their science and engineering activities. It was also to nudge them towardsviewing themselves as active participants in addressing Africa's science and technologychallenges.In tackling this assignment one of the major obstacles encountered by the students was the greatpressure related to the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Ruth Rodriguez Gallegos, Tecnológico de Monterrey

Tagged Topics

ASEE International Forum

Mathematics courses. A study of textbooks and modelling processes of high-school senior students. En Mathematical applications and modelling in the teaching and learning of mathematics. Proceeding from Topic Study Group 21 at ICME-11 en Monterrey, Mexico.Universidad de Roskilde. Dinamarca. 2009. 10. Rodríguez, R. (2010). Aprendizaje y Enseñanza de la Modelación: el caso de las ecuaciones diferenciales. Revista Latinoamericana de Matemática Educativa, 13 (4-I): 191-210. México. Disponible en: http://www.clame.org.mx/relime.htm Page 21.33.1411. Arslan, S., Chaachoua, H. y Laborde, C. (2004). Reflections on the

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Mohammad Kamal Hossain, Tuskegee University; Stacy Benjamin, Northwestern University; Kwanju Kim, Hongik University; Manuel Löwer, RWTH Aachen University; Pradosh K. Ray, Tuskegee University

Tagged Topics

Faculty Development

solution customized forthat city. The urban areas selected reflect the geographically diverse nature of the teams:Ahmadabad (India), Seoul (Korea), Shanghai (China), Monterrey (Mexico), and Cincinnati(USA). Each team was responsible for its own team organization, project management, interimdeliverables and timeline, communications, and team-building activities. The Global JudgingTeam (comprising members from GM, University of Cincinnati, and University of Sao Paulo)defined the project deliverables. The judging criteria involved four areas: 1) market research, 2)design, 3) engineering, and 4) manufacturing.Our team was Team 2, composed of teams from Inha University-Engineering (South Korea),Monash University-Industrial Design (Australia

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

expressed in this material are those of theauthors and do not necessarily reflect those of the National Science Foundation.8. References 1. Loughry, M., Ohland, M., and Moore, D. “Development of a theory-based assessment of team member effectiveness”, Educational and Psychological Measurement, 67, 505-524. 2. Mourtos, N. “Defining, teaching, and assessing lifelong learning skills”, Proceedings from the American Society for Engineering Education Annual Conference and Exposition, June 2003. 3. McMartin, F., McKenna, A., and Youssefi, K., “Scenario assignments as assessment tools for undergraduate engineering education”, IEEE Transactions on Education, 43(2), 2000, 111-119. 4. Sindelar, M., Shuman, L, Besterfield-Sacre

Conference Session

The Civil Engineering Technologist and the Civil Engineer – What’s the Difference?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe D Manous Jr P.E., Institute for Water Resources, USACE; Jon D Nelson, Tetra Tech, Inc.

Tagged Divisions

Civil Engineering

contract administration, marketing, resources management, and computer aided design (CAD) based work. It is noteworthy that many interviewees had not been fully aware of the differences in content or opportunities between ETAC and EAC accredited programs when making decisions about colleges. The information is limited, but common reasons for selecting ETAC (technology) rather than EAC (engineering) programs often reflected personal situations (i.e., location, cost, grades, etc.) rather than an understanding of the job Page 23.947.6 opportunities offered by these programs. In some states, a limitation

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Clara Pérez-Molina, DIEEC - National Distance Education University; Maria José Albert Gomez, UNED; Rosario Gil, Spanish University for Distance Education (UNED); GABRIEL DIAZ ORUETA, UNED; Elio Sancristobal, uned; Sergio Martin, UNED - Spanish University for Distance Education; Mohamed Tawfik, Spanish University for Distance Education (UNED); Manuel Castro, Universidad Nacional de Educacion a Distancia; Alberto Pesquera, UNED; Félix García Loro

Tagged Divisions

Graduate Studies

taskanalysis, work modelling, use-case modelling and process map, used in other domains such assoftware engineering design and healthcare [13]. The PAC workflow model is in line with theRational-Linear approach, which represents one of the strongest traditions in the curriculumdevelopment. In addition, the PAC workflow model reflects research on instructionaldevelopment models. A summary of the actions initiated at the PAC project according to the proposedmodel is featured below.6.1 Reference Situation The content of the curriculum should be determined by the referent situation; that isthe work situation in which students who are enrolled in the curriculum will apply theirknowledge, skills, and attitudes after graduation. There can be

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston

Tagged Divisions

K-12 & Pre-College Engineering

engineering and literacy approach, design challenges are drawn from children’sliterature. Students and teachers read texts closely, analyze the plot for problems faced by thecharacters, design and test solutions to the problems, and then reflect in writing about theproblems and solutions. Although new engineering-and-literacy research studies are uncoveringa great deal about elementary teachers’ and students’ engagement with literature-basedengineering experiences, we have limited understanding of what pre-service teachers can knowand do related to engineering design, and what they need to be effective at bringing engineeringdesign to their future students. In order to design effective elementary teacher preparationapproaches in engineering, we need

Conference Session

The Civil Engineering Technologist and the Civil Engineer – What’s the Difference?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harry G Cooke P.E., Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST); Scott B. Wolcott P.E., Rochester Institute of Technology

Tagged Divisions

Civil Engineering

agencies or entities from a business standpoint. However,these considerations are more reflective of dealing with the business climate rather thanreflective of the abilities of the RIT-CET graduate to perform the necessary work effectively.ConclusionsFrom the data collected from the supervisors/department heads of civil engineering firms thatemploy graduates of the Bachelor of Science in civil engineering technology degree at RochesterInstitute of Technology (RIT), the conclusions outlined below can be reached concerning theabilities and preparedness of these graduates for pursuing careers in civil engineering design. • RIT-CET graduates enter their first year of employment with adequate technical design and adequate communication skills