Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Pre-College Engineering Education Division

students demonstrated ability to master the skills ofthe NGSS best practices. Data collected is in the form of qualitative observations from theteacher-engineer pair, student team reflection. Students were able to ask a question, conduct andexperiment, and communicate the results in a clear and easy to understand format to an authenticaudience. They also learned gastronomy skills, like using a knife, figuring out how to pipette,and the artistic plating of a finished dish. Molecular gastronomy was used to increase student content knowledge and skillsassociated with macromolecules throughout a 10-week unit on food science that related to the9th grade biology and chemistry curriculum. All students demonstrated mastery of theengineering design

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

Satabdi Basu, Vanderbilt University, Institute for Software Integrataed Systems; John S Kinnebrew, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar; Tazrian Haider Rafi, Vanderbilt University; Gautam Biswas, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

analytics and user modeling. She is currently a Research Assistant at the Institute for Software Integrated Systems and works on a NSF-funded project for teaching middle school students science and computational thinking simultaneously in curricular settings.Dr. John S Kinnebrew, Vanderbilt UniversityMr. Shashank Shekhar, Vanderbilt UniversityMr. Faruk CaglarMr. Tazrian Haider Rafi, Vanderbilt University Tazrian Haider Rafi is an undergraduate student studying computer science at Vanderbilt University.Dr. Gautam Biswas, Vanderbilt University Gautam Biswas is a Professor of Computer Science, Computer Engineering, and Engineering Manage- ment in the EECS Department and a Senior Research Scientist at the Institute for Software

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

2013 2014 Year Figure 1: Change in First Year Students, 2010 to 2014.The College recognized that one of its hallmarks--the successful integration of academic andcareer advising by faculty--had become difficult to sustain. The needs of first-year engineeringstudents were of particular concern since, in addition to managing the transition from high schoolto college, engineering students must handle the rigors of an academically challenging program.While retention remained high, the college decided to prevent any future drop by proactivelyimproving the advising program.The College adopted a dual approach targeting

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne Lori Berliner Heyman, New Jersey Institute of Technology; Rosa M. Cano, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

a50/50 mixed program, offered at New Jersey Institute of Technology’s Center for Pre-CollegePrograms during the summer of 2015 were effective in increasing all of the students’ contentknowledge in Engineering, Communications, Computer Applications and Mathematics.Although the programs followed the same curriculum and were taught by the same team ofinstructors, some differential effects were seen for students in the single-gender programs asopposed to the mixed-gender program.The female students in the single-gender program showed greater improvements in engineeringcontent knowledge and computer applications than the female students in the mixed-genderprogram. These results, in addition to significant increases in self-efficacy and an increase

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

and build upon the idea to further expand onthe creative exchange.PLAY is based on five core principles for participatory learning that have been identified overtwo years of working with elementary and secondary teachers from the Los Angeles UnifiedSchool District who were seeking to develop a more participatory environment in theirclassroom2. • Participants have many chances to exercise creativity through diverse media, tools, and practices; • Participants adopt an ethos of co-learning, respecting each person’s skills and knowledge; • Participants experience heightened motivation and engagement through meaningful play; • Activities feel relevant to the learners’ identities and interests; • An integrated

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga; Mohamed Elzomor, Florida International University

issues in the construction industry, asshown in the research overview framework in Figure 1. The verbal and non-verbalcommunication training focused on helping students identify their unconscious biases,microaggression, stereotype, prejudice, and cultural humility. An in class-expert training onunconscious biases and the role of culture in communication offered students an opportunity tolearn about social sustainability in terms of effective interpersonal and group communication,emphasizing how systemic racism makes its way into the construction industry. The researchteam integrated this activity as part of the coursework, and an Associate Professor from theDepartment of Communication provided professional training. The training was repeated

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

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

are two well-known high school programsavailable, Project Lead the Way, PLTW 1, and the Infinity Project 2. However both programs areexpensive and neither allows any flexibility to the teachers. Furthermore, there is a lack ofprogram outcomes assessments for Project Infinity, while reports on PLTW have shown existingissues. For instance, a curriculum content analysis concluded that the PLTW curriculumaddressed fewer content standards and showed far fewer points of integration of mathematicalknowledge than would be expected 3. Further, other published empirical studies showed mixedresults from state achievement test scores 4. In addition, neither of these two programs arealigned with the current standards. What had been considered alignment

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Talamantes; Susan Rowe Rowe; Emily Nicholson; Renee O'Neill, Oregon State University

; Oregon Mesa, 2018;AUTHOR, 2020). Couch et al. (2019) conducted an extensive review of K-12 IvE programs andnoted that they often represent partnerships between schools and higher education institutions.However, IvE has meaningful potential for integration into community spaces, such ascommunity centers, libraries and maker-spaces, as well as other professional and industrysettings investing in today’s workforce development and education. It is with attention to thispromise, that the [PROGRAM, UNIVERSITY] has designed, implemented, and continues toshape the [PROGRAM], which has grown to a framework that builds from our K-12 school andeducator connections, afterschool opportunities, and community engaged invention, offering anIvE pathway for

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 friendships and study groups within their Peer Adviser cohort. This is an important step in students integrating into the McCormick community. Students forming friendships and student group is a major goal of the change in advising. Forming student cohorts around a major, with a Peer Adviser has been very helpful for some students. Having a network of friends is important in helping students normalize their experiences. This is also helpful in forming study groups. Students know each other, and have people they can study with before major exams.  Peer Advisers are helping uncover problems early. The Peer advisers are helping students normalize their experiences­ especially the stress students feel during their first round of Midterm exams. To hear an

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

math literate students prompted the National Council of Teachers of Mathematics(NCTM), the world’s largest mathematics education organization, to develop standards for thereform of mathematics curriculum, teaching and assessment in American schools. In addition,while the Common Core Standards6 do not specifically mention engineering design, the math Page 26.1427.4practices coincide well with engineering activities focused on math content. By learning to usethe EDP students will be better able to approach a broad range of real-world challenges. In manycases, brainstorming solutions to an engineering design challenge requires creative thinking

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granda Marulanda, Western Carolina University; Joseph Tang, Western Carolina University; Tom Spendlove

Paper ID #37897Hands-on approach to Fluid Dynamics by using industrialfluid-power trainers for Engineering StudentsNelson A. Granda-marulanda (Assistant Professor) Nelson A. Granda Marulanda is an Assistant Professor in the School of Engineering + Technology at Western Carolina University. Nelson has a BS in Electrical Engineering from the University of Puerto Rico at Mayaguez, a Masters in Manufacturing Engineering from the Polytechnic University of Puerto Rico, and a Ph.D. in Industrial and Systems Engineering from The University of Tennessee Knoxville. Before becoming a professor, he worked for several years in

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

Tagged Divisions

First-Year Programs

- ment at Drexel University. His research interests include Physical Design, High Performance Computing and developing and improving tools in Engineering Education. From September 2014 to March 2015, he was an intern at NVIDIA Corporation at Santa Clara, CA.Prof. Nagarajan Kandasamy, Drexel University Naga Kandasamy is an Associate Professor in the Electrical and Computer Engineering Department at Drexel University where he teaches and conducts research in the area of computer engineering, with specific interests in embedded systems, self-managing systems, reliable and fault-tolerant computing, distributed systems, computer architecture, and testing and verification of digital systems. He received his Ph.D in 2003

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Tsugawa, Utah State University - Engineering Education; Brady Webster; Sakshi Solanki, Utah State University; Autumn Cuellar; Catherine Spence, Minnesota State University, Mankato

). Assessments are done through verbal exams, allowingflexibility for follow-up questions and opportunities for multiple forms of expression. Theprogram curriculum includes workshops and provides additional resources for how to navigatethe workplace and learning when coping with mental health or wellbeing concerns.Students in Iron Range Engineering have weekly meetings with a mentor, staff with engineeringdegrees, and the program keeps an inclusive culture for informal mentorship [50]. Although 30%of students identify as having a disability, students rarely apply for accommodations or bringletters of accommodations to instructors. These conversations occur informally andpersonalizations are made as part of an open discussion.Describe your undergraduate

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Fernandez, University of Massachusetts Amherst; Ankita Kumar; Mariam Alkattan

pride. To it, I owe solemn obligations. As an engineer, I pledge to practice integrity and fair dealing, tolerance and respect, and to uphold devotion to the standards and dignity of my profession. I will always be conscious that my skill carries with it the obligation to serve humanity by making the best use of the Earth's precious wealth. As an engineer, I shall participate in none but honest enterprises. When needed, my skill and knowledge shall be given, without reservation, for the public good. In the performance of duty, and in fidelity to my profession, I shall give my utmost [13, emphasis added].Within the field of engineering, concerted efforts to highlight the potential of the field to benefithuman

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5: Exploring and Re-Examining Ideas in Engineering Entrepreneurship and Innovation Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alanna Epstein, University of Michigan; Nathalie Duval-Couetil, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

Paper ID #38811Re-Evaluating the Examination of Minoritized Social Identities amongI-Corps Hub Program ParticipantsDr. Alanna Epstein, University of Michigan Alanna D. Epstein is an Assistant Research Scientist studying motivation, instruction, and entrepreneurial outcomes in the context of the NSF Innovation Corps (”I-Corps”) training program. She received her Ph.D. from the Combined Program in Education and Psychology at the University of Michigan, and her Bachelor’s degree in psychology was completed at Oberlin College. Her dissertation work focused on the longitudinal development high school students’ motivational

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jim Sizemore, Mesa Community College

community college teaching in 2005 and has worked as an instructor in engineering, physics, and math until the present time. Jim's interests are improving the engagement of engineering students and bringing more experiential learning to the students to better prepare them for real-world engineering work. © American Society for Engineering Education, 2022 Powered by www.slayte.comA Sequence of Laboratories for Beginning Statics Classesby Jim Sizemore, Ph.D., Mesa Community CollegeAbstractLaboratories are valuable to students because they provide experiential learning, integrating theory withpractice, inquiry learning, active learning, teamwork, planning experiments

Collection

2001 Annual Conference

Authors

John Klegka; Robert Rabb

, studying a vast set of topics may make the curriculum disjointed and the topics appearunrelated. Students may see mechanical engineering as a pursuit of many subjects with nomastery in any area. The solution may very well be an integrative experience or course that tiesmany of the subject areas together and shows relevant application to many of the topics. Such anexperience can promote interests in mechanical engineering beyond the classroom fundamentals.Additionally, designing a meaningful integrative mechanical engineering experience is anexcellent opportunity to realign the curriculum with the needs of society. The three modules ofmechanical engineering presented in this paper offer a study in depth of undergraduatemechanical engineering. By

Collection

2001 Annual Conference

Authors

William Jordan; Norman Pumphrey

Engineering Education ”I. Background on the Freshman Integrated CurriculumDuring the past four years, the College of Engineering and Science at Louisiana Tech University hasimplemented an innovative freshman engineering curriculum that students from all six of the representeddisciplines are required to complete. This curriculum basically involves a three-quarter sequence of twosemester credit hour (SCH) Engineering Problem Solving courses that are taught in tandem with athree-quarter sequence of three SCH Engineering Math courses. Additionally, students are required totake two Chemistry courses and a Physics course spread over the same three quarters.In the Fall 1997 quarter, a pilot group of 40 students began the initial process of learning in

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Heinz Luegenbiehl; Kathryn Neeley; Jerry Gravander

Criterion 3 and Criterion 4 make it clear thatthese integrated parts include knowledge and abilities from the humanities and social sciences aswell as from the technical areas of the curriculum. Since students cannot integrate knowledgeand abilities they do not have, these criteria are calling for course work and educationalexperiences throughout the four years that ground students in the concepts and methods of thehumanities and social sciences. Moreover, since students cannot integrate liberal knowledge andabilities successfully without practice, these criteria also are calling for engineering curricula togive them this practice and thereby develop students’ ability to produce an integratedmultidisciplinary design. There exists a long history of

Collection

2010 North Midwest Section

Authors

Eric S. Musselman; Andrea J. Schokker

to ensure the basics required for the FE exam are still covered.The result is a curriculum that allows additional credits of lab while still providing sufficientelectives.The objective of sustainability is not as directly apparent within the curriculum though it is justas integral of a component. Sustainability is integrated into all of the courses, most notablyIntroduction to Civil Engineering, Project Management, and Senior Design. In each of theseclasses the sustainability (typically related to the LEED rating system) is included as animportant aspect of the final project for the class. In addition, there is an upper level electiveclass dedicated to the topic of sustainability that is available for the students to

Collection

2007 Spring ASEE Middle Atlantic Section Conference

Authors

Kauser Jahan; Kathleen Sernak

world problem solving via innovative creativemeasures. The overall objectives of the program are to:• Provide exposure to engineering careers and make engineering more relevant to middle school educators,• Ensure that teachers are academically prepared to successfully integrate engineering content into their existing curriculum,• Support teachers and students in exploring and understanding engineering content in K-12 education through professional development activities, and• Serve as a national model for other undergraduate institutions in integrating engineering content in K-12 education.This is the first Rowan initiative to integrate engineering content in the middle schoolcurriculum and train teachers regarding

Collection

2010 ASEE Zone 1 Conference

Authors

Haruna Hosokawa; Judy Robinson

to be attractive to teachers and administrators who are often pressed with the decision offitting numerous lessons and activities into the tight school schedule. The Alpha-Robotics curriculum consists of 17 hands-on lessons where students designand build original ideas using LEGOs and other materials while exploring math concepts such asnumber recognition, circumference and diameter, fractions, measurement, graphing andvariables. Science concepts integrated in the curriculum include wheels and axles, friction, datacollection and analysis. Reading skills are incorporated using LEGO vocabulary. Students alsoget an overview of engineering disciplines such as mechanical and civil engineering. In the finallessons, students program their

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hua Chai, University of New South Wales ; Jayashri Ravishankar, University of New South Wales; Inmaculada Tomeo-Reyes, University of New South Wales

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

that facilitate the integration andalignment of the “3P” components toward achieving an adaptable, industry-relevantengineering curriculum. Enablers help overcome obstacles during curriculum development andpromote effective communication and collaboration responsive to industry needs and policychanges. For example, in the dynamic interplay between Policy and Pedagogy, “Policy-informed curriculum design” emerges as one of the crucial enablers. This concept refers to thedeliberate shaping of the curriculum to incorporate competencies, skills, and knowledge areasemphasized within the latest energy policies. If national energy policies increasingly prioritizethe role of energy storage in renewable energy integration, a policy-informed curriculum

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

://www.ncpublicschools.org/stem/. Therubrics include engineering connection rubrics which were developed by an engineering taskforce to highlight the vowel in STEM and illustrate how engineering can be used as an integratorfor STEM across the grade levels and across the curriculum.STEM Schools in Wake CountyA notable highlight of the state STEM initiative is Wake County, NC. This county, with almost150,000 students has named twenty schools to be integrated STEM schools. An additional,unknown, number have chosen to self-designate. The county has appointed a STEM advisorycommittee of school system, high education, business and industry representatives to guidepolicy and support for the implementation of these schools. The draft strategic plan for the

Collection

1999 Annual Conference

Authors

Theodore E. Fahlsing

isrequired to write an individual report. The report must include data sheets for the diode usedand the LM317 voltage regulator. Each student is required to obtain the data sheets from theworld-wide-web. At this point in the semester each student is required to complete an individualtwo-hour lab practical which requires the design and lab performance analysis of a DC voltageregulated power supply. This supports another curriculum thread of an emphasis on studentteam learning and individual student assessment.Zero and Span Signal Conditioner Design The curriculum introducing the bipolar junction transistor, transistor amplifiers andoperational amplifiers follows a traditional sequence. However, a lab design project is includedat the conclusion

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah E. Glisson, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

conducting a formal needs assessment 2. Developing an institute-style professional development program 3. Meeting immediate or short-term teacher needs via: a. Supplying Arduino activities b. Developing an engineering discipline exploration opportunity for studentsThe following sections describe each current focus area, ending with future directions of thisCAREER project. Understanding Teacher NeedsThis research area specifically focuses on identifying the needs of teachers in rural SouthwestVirginia related to integrating engineering in their classrooms. The goals of this research area aretwofold: 1) to meet immediate needs by providing easily-implementable engineering activitiesand resources

Conference Session

NSF Grantees Poster Session

Collection

2002 Annual Conference

Authors

Robert Mott

Education (ATE) program. * The NCE/AME ismanaged through the Advanced Integrated Manufacturing Center (AIM Center), a partnershipbetween Sinclair Community College and the University of Dayton. One major goal of theNCE/AME is to develop novel curriculum materials for the manufacturing engineeringtechnology field that are based on constructivist principles. This paper will describe the basicnature of the instructional materials, curriculum design, and educational services offered.A Novel Modular Curriculum for Manufacturing Engineering TechnologyThe primary product of the NCE/AME is the design of a novel instructional module developmentprocess called The Module ArchitectureÓ1.This process is being used to develop instructional modules for an

Conference Session

Instrumentation and Controls Laboratories

Collection

2009 Annual Conference & Exposition

Authors

Shuju Wu, Southeast Missouri State University; Ragu Athinarayanan, Southeast Missouri State University; Xiaobing Hou, Southeast Missouri State University; Charlie Wallgren, Southeast Missouri State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, we describe the implementation of the integrated undergraduatetelecommunications laboratory at Southeast Missouri State University. The new laboratoryintegrates traditional telephone network, VOIP, data network and backbone fiber optic networkwhere data, voice and video traffic (to be added in) will coexist. Our goal for the lab is to allowstudents to see an integrated telecommunication system, rather than many isolated parts. Thehands-on experiences obtained through such a complete system will also enhance the theoryknowledge from our integrated curriculum, no matter what topic they are learning.Following the testing, we will interconnect the different networks. Additionally, we will developnew courses and lab activities to fully utilize

Collection

1997 Annual Conference

Authors

Lynn G. Mack; James C. Wood

in the Chautauquas. Many faculty teams developedinterdisciplinary modules to teach an engineering technology concept involving teaming,integrated approach, and active learning. Eight of the 16 teams worked on curriculum modulesand the other eight attended workshops to enhance skills in one of the areas initiated in aChautauqua. A fall retreat allowed the faculty teams to share lessons learned from the summeractivities. Table 2 gives a list of the curriculum development modules. College Project Activity Delivery Aiken Technical DC/AC Circuits Integrated communications, Team taught

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Carl A. Erikson

, and civic organizations. Since 1990 Mr. Erikson has been interested in andpromoting the concept of Appropriate Technology in the Third World as well as in urbanareas around the world. He has worked in Kenya, Bolivia, Venezuela, and Guatemala. Aspart of the Collaboratory, Professor Erikson is Energy Group Advisor. The Energy Group isresponsible for solar photovoltaics, solar hot water, biofuels, and wind energy projects. 246 Global Engineering: Taking the Engineering Classroom to the Real WorldAbstractThis paper includes an update on previous papers/presentations at the Mid-Atlantic Chapter ofASEE conferences given by the author on the Integrated Projects Curriculum (IPC) and theCollaboratory for