Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

tool developed by Edmonson (1999) was consideredfor the next research stage to analyze the team as a whole entity (for insights on internalization);focusing on a research framework that will potentially be bi-modal for courses online and in-person will take precedence.Online team building will require modifications and presumably a different approach than in-person team building; hence this is a relevant area to be explored. To better understand therobustness of the “Psych Safe” modules, the purpose of the modules will be better aligned witharticulation of autonomy, competence and relatedness; which will be reflected in the qualitativesurvey questions. We also look forward to results from Spring 2020, that includes the controlgroup comparison

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

, formal instruction on teamwork may be limited.As part of a curriculum improvement process within the Mechanical Engineering department atRose-Hulman Institute of Technology, we are working to coordinate “threads” that cut acrosscourses in the curriculum, e.g., student teaming, technical communication, business acumen,ethics, and ill-structured problems. Each active thread is championed by a small facultycommittee, charged with prompting and analyzing department reflections, moderating anddocumenting departmental discussions of results, and collecting and sharing evidence-basedpractices relevant to the thread. Each thread is following coordinated change processes acrossdimensions presented by Borrego and Henderson [2] in order to have a greater

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

that was required to correctly assemble a cookiesandwich that would meet all of the quality control requirements. In other cases, the approachesused to teach the volunteers (lecture v. demonstration) during the training period would cause thevolunteers to be confused or forget information about each person’s role. Throughout the project,communication topics such as learning styles and intercultural communication were discussed inclass to prepare students for the training period and assembly test. The goal of this project wasfor students to experience the importance of effective communication. A final presentation andreport provided an opportunity for the teams to reflect what went differently than they hadanticipated in the Cookie Sandwich

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Then for each factor participants will be asked how theyhave been influenced by their experiences in the ECE department. At this point, participants mayspeak on recent diversity and inclusion initiatives in the department, including the tip sheet anddiversity and inclusion design sessions put on by our larger NSF-funded study. Finally,participants will be asked how each factor could be improved for themselves or other ECEfaculty.It is possible that reflection during the interview itself will have some effect on participants’intention toward inclusive teaching. To observe this effect, participants will be asked to completean open-ended electronic survey question once before and once after the interview. Before theinterview, we will ask directly

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

documented stressors for engineering undergraduates [8, 18], theassociation of stress as part of engineering culture and how stress becomes normalized inengineering programs is understudied.The preliminary interview results suggest that engineering students are undereducated in terms ofmental health and available individual and institutional resources. Specifically, some participantscould not identify mental health and academic counseling resources readily available in theirengineering programs, suggesting a lack of accessibility. Participant responses also suggeststudents possess broad conceptualizations of stress, anxiety, and depression, as well as the effectsof each. Conceptualizations were nuanced and reflective of clinical definitions of these

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

First-Year Programs

students (92.8%). Persistence for years two and threeis also high, but indices beyond the 3rd year deteriorate. Institutional data shows an on-timegraduation rate of less than 10% and a graduation rate of roughly 50%. At UPRM, graduationrates show a decline of more than fifteen perceptual points across the years as denoted in Figure1. A snapshot of similar indicators in function of family income reveals that trends are markedlylower for students from low-income families, as seen in Figure 2 for data from 2016. AcknowledgmentThis research was supported by the National Science Foundation under Award No. 1833869.Any opinions, findings, conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, NYU Tandon School of Engineering; Ariane Schoenwiesner, New York University

Tagged Divisions

Design in Engineering Education

the impact ofthe makerspace training and course integration. The responses reflect the familiarity withmakerspace equipment and learning process allowing completion of both coursework andextracurricular and personal projects.BackgroundProject-based courses and learning continue to increase in engineering programs and degrees, asuniversities seek to overhaul their curriculum, support different methods of teaching andlearning, and satisfy new ABET criteria [2]. To support these courses, new curricular programshave been developed such as the service design program, EPICS, at Purdue, and the VerticallyIntegrated Projects (VIP) program, started at Georgia Tech [3, 4]. These programs seek tosupport project-based learning from the cornerstone, first

Conference Session

International Research Experiences Intl Div Tech Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gloria J. Kim, University of Florida; Yong Kyu Yoon, University of Florida ; Jin-woo Choi, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

International

leadersin the tech industry such as Samsung, LG, and Hyundai and engage in cultural experiences.IRiKA includes a series of professional development sessions on research mentorship andscience communication for both US participants and Korean partners.In this Work-in-Progress paper, the three US-based lead investigators report and reflect on thefirst year of the IRiKA program, which ran from June 2019 to August 2019. The investigatorsare currently analyzing data collected from the Summer 2019 cohort. In response to thepreliminary findings, adjustments have been made for the Summer 2020 program. Summer 2020applicant data collection has been completed. Due to the coronavirus pandemic, Summer 2020program was cancelled.IRiKA ProgramThe objectives of this

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

goals, and the academic work they will accomplish during their timeat Tufts. They have the opportunity to reflect and discuss topics including, but not limited todiscerning their major, exploring Study Abroad program options and applying for internships.They also spend time discovering different forms of research and talking with faculty about theirexperiences with research. Additionally, the scholars hone their writing, producing a personalstatement, updating & polishing their resume and cover letters, as well as perfecting the mannerin which they verbally express their goals and accomplishments.Since its inception, the RISE cohort has grown as the Center for STEM Diversity works withAdmissions to determine which students will be invited

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

process that begins with concrete experience to reflective observation, then toabstract conceptualization to active experimentation [8]. More simply, the learner experiences,reflects on the experience, learns from the experience, and finally has the opportunity to directlytest the new skills and/or knowledge firsthand. The summer camp activity model provides manyopportunities for facilitated experiential education activities in an informal and fun environmentwith a peer group which shares the experience together.Project-based learning is a model that organizes learning around complex tasks based onchallenging problems or questions that directly involve learners in problem-solving, decision-making, investigation, and design and culminating in

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marah B. Berry, University of Florida; Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Educational Research and Methods

. call uncertainty. More generally,ambiguity by the students over the desired outcome reflects the ill-structuredness of theproblems.However, students also perceived a number of contextual factors as contributing to ambiguity. Ageneral lack of knowledge on their part was seen as creating ambiguity as to how to solve theproblem. From this perspective, ambiguity would decrease with experience, as noted by Dave. Ifgeneral knowledge is an aspect of ambiguity, then the differences between novices and expertsnoted in the literature could be taken as indications of more or less ambiguity in the problem-solving process. Another contextual factor was group problem-solving. The dynamics of groupinteractions can lead to ambiguity, when group members are

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

here and you just like push it until it forms to the shape of whatever you're molding. Um so the like thicker ones would slip out of the seal. So they weren't like sealing fully, they weren't making this like cone shape. Um and then the fitter- thinner ones were ripping before it got there. Um, so the polypropylene was actually the only one that created the shape that I was looking for.”Category 2. Practical knowledge. Below we describe three aspects of the ways students gainedpractical knowledge about equipment and experimentation.Engineering experimentation. Coming into the project, the students were unfamiliar withdesigning their own experiments. For example, in his interview Noah reflected on the challengeof

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

]). TABLE I. LITERATURE DEFINITIONS OF MENTORING Definition Source “a collaborative process in which mentees and mentors take part in reciprocal and dynamic activities [7, p. 35] such as planning, acting, reflecting, questioning, and problem-solving” “a form of teaching where faculty members provide advice, guidance, and counsel in the areas of academic, career, and personal (psycho-social) development, which can occur either individually or [11, p. 48] in small groups” “a dyadic, hierarchical

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles Ph.D., Louisiana Tech University; Marisa K. Orr, Clemson University

Tagged Topics

NSF Grantees Poster Session

also reported that they wanted to see more time in the professionaldevelopment course focused on the professional side of engineering and integrating theseprofessional skills and reflections with the industry trips.Program feedback from the eighteen scholarship recipients in 2017 led to significant changes inthe professional development course in 2018. We selected industry trips with the mostengineering emphasis, increased emphasis on professional identity development, replacedLandis’ Studying Engineering [2] content with career development topics guided byCliftonStrengths assessment [3], added a hands-on team-building activity, increased mentoringopportunities between the project faculty and students, and increased integration of the

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald P. Visco Jr., University of Akron; Nidaa Makki, University of Akron; Linda M. Subich, University of Akron; David Steer, University of Akron; Erin R. Stevic, University of Akron

Tagged Topics

Diversity, NSF Grantees Poster Session

experiences was collected from intervention students and shadowed employees aftereach experience using a Qualtrics (online survey tool) questionnaire. Intervention students wereasked to list the activities they completed during shadowing. Common tasks (company tour,hands-on experience, reflection with co-op) were provided in a selection list and students couldinclude details about additional activities in an open-ended text box. Students were asked to ratehow they felt about the shadowing experience and how they felt about their interactions withtheir mentor (the shadowed employee). A text box was also provided for them to share othercomments about the shadowing experience.Shadowed employees were asked to list the activities completed during

Collection

2020 First-Year Engineering Experience

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Brett Hamlin, Michigan Technological University; Norma L Veurink, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Diversity

think the teaching model (prepare before class, solve problems in class using what Ilearned) helped me to learn because itmade me responsible for my ownlearning.” This is an increase of nearly20% from the Fall 2017 responses.Another measure of studentsatisfaction with the overall revision ofthe first-year program is reflected inthe end-of-term course evaluations.The overall average responses for thequestions on the course evaluations areshown as a function of time in Figure3. An average was calculated forresponses on the following topics: (a)instructor enthusiasm, (b) clarity ofinstructor communications, (c)encouragement by an instructor toparticipate during the in-class time, (d)encouragement by an instructor toparticipate in class prep

Collection

2020 Gulf Southwest Section Conference

Authors

Roy Issa; Reinhard Puffing; Emad Manla

during senior design presentations in Spring 2019 using a rubric for assessment that is onABET’s students learning outcome criterion a through k. Scores ranging from 1 to 4 were assignedwhere 1 stands for an unacceptable performance, 2 stands for an acceptable performance, 3 standsfor commendable performance, and 4 stands for an outstanding performance. The gathered data isshown in Table 1 and Fig. 14. The scores below reflect the performance of the entire global teamthat included both WTAMU and FHJ students. The following categories were assessed inevaluating WTAMU engineering students: 1) Underpinning knowledge and understanding, 2)Engineering analysis, 3) Engineering design, 4) Engineering practice, 5) Intellectual abilities, 6)Practical

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Cherian Mathews, University of the Pacific

. All three factors reflect studentcompetence with the course material, and the course grade thus provides a measure of overallstudent performance in the course.The decision to use course grades as a measure of student performance was followed by adecision to exclude failing (F) grades while making pre and post OER comparisons of studentperformance. F grades are commonly received by students facing personal problems; theyappear semi randomly in some terms, and inclusion of these grades can skew class GPA whenthe number of students is small. Figure 3 shows the grade distributions of the 35 pre-OER and38 post-OER students: the x axis lists each letter grade and the corresponding grade point. Thefigure shows that the post-OER group earned a higher

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

Tagged Topics

CoNECD Paper Submissions, Diversity

equity and inclusion, we invited the vice provost of diversity and inclusion to conducta workshop with the students on microaggressions in summer zero. Additionally, within the firstyear project course, we held conversations of saviorism and had regular reflection assignmentsfor them to integrate how topics of equity are important within their work as engineers and howthey can regularly engage and reflect on equity within their work.As faculty members, we take regular professional development opportunities to create a moreinclusive space. Currently, the first author is exploring ways to integrate an anti-racist gradingapproach in the first year project course, with a faculty learning community on campus. Theantiracist grading process, originally

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Don Wittrock, University of Cincinnati CEAS Office of Inclusive Excellence and Community Engagement; Whitney Gaskins, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

Tagged Topics

CoNECD Paper Submissions, Diversity

, this was not feasible. Feedback surveys reflected the desire tomeet in person with hands-on learning using labs and interactives. This will be integrated intofuture courses. Figure 7: Feedback Survey Results on the course success Figure 8: Feedback Survey Results - Answer choices from "As the results of this course " As a result of this course, students reflected that they have had a better understanding ofphysics in real life, followed by consideration of a career in STEM. They also expressed increasedinterest in taking higher-level Physics and Math courses as well as learning more about theUniversity of Cincinnati. We received two write in responses which consisted of “I’m a nerd now”and “Learning more about

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

Tagged Topics

CoNECD Paper Submissions, Diversity

, whichincludes 6,521 undergraduate and graduate students. Within the demographics,international students are identified as Non-Resident Aliens according to the Cal PolyPomona Institutional Research, Planning, and Analytics office. Twenty point eightpercent of students are female, 79.154% are male and 0.046% identify as nonbinary. 11The pie chart (figure 3) above reflects engineering undergraduate and graduatestudents and their first-generation status. The pie chart reflects students that identifyas first in their family to attend college in pursuit of a degree, no response and notfirst-generation status

Conference Session

Engineering Design Graphics Division Technical Session 3: Flipped Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lulu Sun, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Design Graphics

still create a sense of belonging, a synchronous engineeringgraphics course was taught in a split format, with 50% students attending classes in the physicalclassroom monitored by two TAs, and the other 50% students attending classes remotely. Allstudents met the instructor via Zoom meetings twice a week remotely. All course materials wereposted online by implementing an ILEARN framework on Canvas in a flipped classroom setting.Students learned online Interactive Lessons for background knowledge including videos, audios,PowerPoint, and quizzes, then Emulated one or two problems by following recorded videos.During the synchronous Zoom meeting, students completed class Activities to demonstrate ahigher-level understanding. A weekly Reflection

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Salvador Mayoral, California State University, Fullerton; Antoinette Sherrise Linton, California State University, Fullerton; Hassan Yousefi, California State University, Fullerton; Jidong Huang, California State University, Fullerton

Tagged Divisions

Mathematics

1 Percentage of students repeating lower-division Math and Physics CoursesFor students who pass their lower-division courses and continue pursuing a STEM field, thisdoes not often translate into success in math-intensive engineering courses. Figure 2 shows thepercent repetition rate for various lower and upper-division ECS courses. Many courses acrossECS consist of repetition rates above 20%. This alludes to students not retaining the materiallearned in their previous pre-requisite courses, and consequently, students continue to repeatcourses and extend their graduation date as reflected in the graduation trends in 4, 5, 6-yeargraduation rates, shown in Figure 3. Although the 4-year graduation rate has consistently stayedat 5% since 2009

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Grace Sawatzki, Saginaw Valley State University; Rajani Muraleedharan, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, and students are given specifications to which they must adhere while devising asolution. This method requires students to apply theoretical knowledge obtained throughcoursework and lectures to solve a given problem as specified by the instructor. In some cases,the instructor may provide a model design solution that the students can reference as they devisetheir own answer to the provided prompt [5]. Professors act as facilitators of this process,guiding students to resources where appropriate and providing students with the tools necessaryto shape their design approach.This model progresses through three main stages: the development of a prototype, testing andredesign, and then reflection on the task, culminating in the creation of a report

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming; Mason Johnson, University of Wyoming

Tagged Topics

NSF Grantees Poster Session

of the 25-item Science Teaching EfficacyBelief Instrument (STEBI) developed by Riggs and Enochs (1990). The instrument was originallydesigned to assess the levels of teachers’ self-confidence in teaching science topics, as well astheir general beliefs about whether teachers have an influence on student learning outcomes. Theinstrument consists of two scales, the Personal Science Teaching Efficacy Belief scale, WySLICEYear 1 PD Preliminary Survey, and the Science Teaching Outcome Expectancy scale and uses a5-point Likert scale with response categories: ”strongly agree,” ”agree,” ”uncertain,” ”disagree,”and ”strongly disagree.” For WySLICE, the questions were modified to reflect efficacy belief andoutcome expectancy for teaching computer

Conference Session

Outreach and K-12

Collection

2021 Illinois-Indiana Regional Conference

Authors

Mary Elizabeth Foltz, University of Illinois at Urbana - Champaign; Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign

Tagged Topics

Outreach and K-12

attend an in-personcamp. Therefore, we believe it is worth reflecting on the benefits and challenges of thisreformatted summer camp and suggest ways online student experience can be improved in thefuture.In this paper, we specifically focus on the water quality module, which was reformatted for onlinedelivery. The module originally used multiple techniques (i.e., probes and test strips) to test thequality of various water sources, including a creek running through campus. The virtual modulealso tested water quality, but each student chose a water source near them and results werecompiled and compared for different samples across the country. While both versions (in-personand virtual) included an interactive lesson on water quality and treatment

Collection

2021 First-Year Engineering Experience

Authors

Kurt Paterson, James Madison University; Justin J Henriques; Daniel Ivan Castaneda, James Madison University; Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Shraddha Joshi, James Madison University; Callie Miller, James Madison University; Jacquelyn Kay Nagel, James Madison University; Jason Forsyth, James Madison University

make- your-nametag activity so each student could share something about themselves. A dinner picnic followed. Afterwards the evening was centered around connecting through whole group games, followed by a conversation with one other attendee (three rounds). The night concluded with an unstructured bonfire, and each cabin group was led to their cabin by pairs of seniors who served as resident guides.2. Monday: The day was built around eight small group activities. Each student was assigned to the same group which then travelled to different locations around the camp to engage in a variety of design, teaming, and reflective activities. The evening focused on the whole cohort coming together for a welcome to engineering

Collection

2007 North Midwest Section Meeting

Authors

Valerie J. Fuchs; James R. Mihelcic

sustainability when students pursue the certificate. Proceedings of the 2007 ASEE North Midwest Sectional Conference However, students in both the ISD and PCMI program complete an international experience which greatly increases their knowledge of sustainable development. 2. A content analysis of student reports (fully described in Fuchs and Mihelcic, 2006) showed that students have knowledge of sustainability “language” as determined from the Sustainable Futures model. Their use of certain words and not others may reflect a) the research or project topic, b) the project or client needs, or c) that certain concepts are taught better than others. Credits ISD

Collection

2007 North Midwest Section Meeting

Authors

Yue Li; Qiong Zhang

and sustainability is essential to address the issue identified above. The curriculum should provide a breadth of material to equip students with the concepts and means to incorporate sustainability design awareness into PBE. Sustainability and PBE themes should be reflected in the individual courses and in the overall CEE program. The basic components in integrated course design (Fink, 2003) for significant learning include: formulate the learning goals, select the teaching/learning activities, and design the feedback and assessment procedures. Learning Goals When the principles of integrated design are applied to the framework of integrating sustainability and PBE into CEE curriculum, the following

Collection

2007 North Midwest Section Meeting

Authors

Robert M. Nelson; Benjamin D. Braaten

PML (perfectly matched layer) absorbing boundary is discussed. This discussion naturally leads to discussion of another analytical method – namely, the solution of the problem of wave reflection at a two-layer interface. This is carried out for the general case, and provides an opportunity to discuss reflection and transmission coefficients and surface waves.E.) Review of vector space concepts A transition is made at this point in the course to shift from finite-difference methods to other techniques used in computational electromagnetics. Since several of the other methods rely heavily on vector space concepts, a review is provided of the concepts of inner products, norms, orthogonality, etc.F.) Variational methods Vector