Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim Dallas P.E., Texas Tech University; Tanja Karp, Texas Tech University; Brian Steven Nutter; Yu-Chun Donald Lie, Texas Tech University; Richard O. Gale, Texas Tech University; Ron Cox; Stephen B. Bayne, Texas Tech University

Tagged Divisions

College Industry Partnerships

three most downloaded TOP 100 papers on the IEEE XploreTM among millions of publications in Sept, 2012, June 2012, and Sept. 2009 (ranked #80, #88, and #21, respectively). His research interests are: (1) power-efficient RF/Analog IC and System-on-a-Chip (SoC) design and test; and (2) interdisciplinary and clinical research on medical electronics, biosensors, and biosignal processing.Dr. Richard O Gale P.E., Texas Tech UniversityRon CoxDr. Stephen B. Bayne, Texas Tech University Page 24.1298.2 c American Society for Engineering Education, 2014 University-Industry Partnership in

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

isproving challenging to many engineering schools and individual faculty.1 One reason is thatthere are systemic obstacles to changing teaching practices.2 If engineering education is to moveforward, currently available pedagogies need effective paths into engineering schools andindividual classrooms. This goal is challenging and there are some significant hurdles to address.This qualitative study explored using a community of practice to help faculty acquire andimplement effective pedagogies while in place in their institution. Our starting premise was thatproviding social support with the community and the combined experience of the communitymembers could be sufficient to enable faculty to learn and adopt new pedagogies in their classes.Our

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University; John Jackman, Iowa State University; Jason C.K. Chan

Tagged Divisions

Educational Research and Methods

increase in the use of visual Page 24.1363.2models for abstract concepts in textbooks, DVDs, and online resources.To our knowledge, however, there has been little systematic research on whether and howvisual models help engineering students better understand abstract concepts especially in theareas of industrial engineering, engineering management, and systems engineering. Toaddress this issue from an engineering education research perspective, two essential questionsare (1) to what extent do visual models of such concepts help students develop a completemental model and (2) whether better mental models lead to better understanding of thedomain

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer, Grant MacEwan University

Tagged Divisions

Educational Research and Methods

, theresults tend to be context specific[1],[2],[3]. One possible cause of this is the exclusion of any linkof human errors to cognitive processes.The starting point for the present research is based on Action theory. This is a goal-directedtheory that assumes the existence of a conscious choice that guides a person's behaviour to someoutcome[4],[5].In this theoretical context, an error implies that through some intended action, thegoal was not attained[1]. Rooted in this theory, two models of human error taxonomy commonlycited in the literature are: the Generic Error Modeling System model[1] and the Skill-Rule-Knowledge (SRK) model[6]. These models further classify errors as being either the failure ofactions to go as intended (slips, lapse) or as

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati

Tagged Divisions

Software Engineering Constituent Committee

in contemporary softwareengineering principles, the experimental version of the course incorporated the followingvariations:1. The laboratory project now involves open-source mobile application development;2. The hybrid design methodology (waterfall and XP) is further explored by incorporating two or more development cycles into the project, while additional classroom activities further understanding of connections between the development process and application needs;3. Five active-learning sessions are included to enable reflection on past co-operative education or internship experiences and relate them to classroom learning. The objective of this novel pedagogical strategy, which we call UnLecture, is to bridge the gap between

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

and leadership that argue perhaps for acontinuum approach to their distinction. Within the domain of management, some observe a spectrumthat distinguishes between successful managers at one end and effective managers at the other:successful managers receive quick promotions, while effective managers care for people, cultivateloyalty, and achieve high team performance.11 The behaviors associated with effective managementsound a great deal like the behaviors Bass (1990) associated with leadership. Further supporting thiscontinuum concept, the total work of engineering management is seen by some to be comprised of (1)technical work, (2) conceptual work, (3) human work (i.e. leadership);9 within this framework,engineering leadership exists as an

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University

Tagged Divisions

Educational Research and Methods

. Forresponse rates of 40% to 90%, in steps of 10%, 40 survey trials at each rate were simulated. Ineach trial at each response rate, the corresponding number of respondents was randomly selectedfrom the 300 member dataset. For example, if the response rate was 60%, 240 students wererandomly selected as respondents for each trial. From the respondents, the percent of studentsheaded to industry vs. graduate or professional school vs. other activity as well as the percent ofthose students headed to industry who were successfully placed were computed. The results forthe % of graduates headed to industry are illustrated in Figure 1 and those for % of graduatesheaded to industry who were successfully placed are illustrated in Figure 2. The collection

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

J. Jenny Li, Kean University; Patricia Morreale, Kean University

Tagged Divisions

Software Engineering Constituent Committee

studentsfor future software engineering courses. The two concepts are integrated developmentenvironment (IDE) and basic software testing. We observed the students’ progress and found thaton average students can program similar projects 80% faster after learning and using the twosoftware engineering concepts. 1. Introduction Introductory software programing is an important first-year course that brings students to thedoor step of the CS major, which we consider as a CS1 course based on the definition given in[1]. It is also a requisite course for many students majored in Science, Technology, Engineeringand Math (STEM). The majority of the curriculum of this course is to teach a specificprograming language without any introductory concepts of

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Jablonski, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

goals for the optimal design include (but are not limited to) minimizing pressure loss to delivery points (faucet exits) and minimizing both the quantity of fresh (city) water coming into the residence hall and that exiting to the sewer. You have also been asked to develop a small model of a grey-water system as this is a technology that may be unfamiliar to certain stakeholders. Your goals for a 1/12th scale model are to best demonstrate the plumbing and equipment necessary to effectively implement grey-water recovery/reuse with a green roof and rain water capture. There are myriad sources of technical information about grey-water systems, rain water capture, and green roof installations available online and in trade

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

Colleagues” segment focuses on building teams,garnering support, and maintaining effective relationships with others. The “Making ChangeHappen on Campus” segment targets developing measurable objectives and assessment for theproject, building and implementing partnerships, identifying sources of support and resistance,and creating action plans for moving the project forward. Each day is organized into four ses-sions. Every session includes time for learning, practice, and feedback from facilitators and par-ticipants (Table 1). In addition to the day’s activities, participants create community throughevening activities that help individuals move along a path toward becoming journeyman changeagents

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Joshua Schmidt, Brigham Young University; Anton E. Bowden, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

transitioning from a typicallecture-based approach to an experiential learning approach while describing associated benefitsrelated to engineering and technology student leadership outcomes.IntroductionIt is increasingly apparent that today’s engineering challenges require a higher order of thinking.The Accreditation Board for Engineering and Technology (ABET) states that engineeringprograms must demonstrate that their baccalaureate students attain certain outcomes forgraduation. A set of 11 student outcomes1 are described in General Criterion 3 that can bedivided into two primary categories: five “hard” technical skills and a second set of six“professional” or “soft” skills2 as indicated in Table 1 below.Table 1 - ABET General Criterion 3. Student

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

happen during professional practice. While not conclusive, this anecdotal evidencestrongly suggests that the engineering leadership development community must at least addressthe concern regarding assessing the long term potential effects of engineering leadershipdevelopment and if it really has any long term value.It should be noted that this long term effect is clearly differentiated in the survey from short-termeffects. When presented with assessment data of several engineering leadership programs thatwere presented at the 2013 ASEE Annual Conference [1-5], 42 of the 49 respondents indicatedthat there was sufficient data to indicate that key programmatic outcomes of leadershipdevelopment (including personal communication skills, development

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christy L. Bozic, Purdue University; Nathan W. Hartman, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

not encourage creativity or innovation[1]. Innovation can bedefined as a new and valued product, process, or concept that has been introduced to the marketor society[2]. Engineering educators should better prepare students for careers in innovation. Indoing this, they must “undermine their students’ blind commitment to the engineering paradigm”[3] which is centered around the scientific approach to knowledge making. To accomplish thischallenge, the exploration of paradigms such as ones used in the schools of business,communications, and political science is suggested. Incorporating this exploration will allow theengineering and technology student to critically reflect on and debate the beliefs, practices, andvalues of their paradigms and

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park; Alyssa E. Cohen Sherman, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

24.864.3The course is segmented into six weekly modules of five and ten video lectures per week. Videolectures are typically ten to twenty-five minutes in length. There are assessment activities foreach module to provide the students with opportunities to integrate and apply learnings. Theassessments are due weekly. The modules and lecture topics are listed in table 1.Table 1. Course Modules and Lecture Topics Page 24.864.4Lecture CreationThe creation and production of the MOOC lecture content was influenced by existing for-creditentrepreneurship and innovation courses taught on campus. An early challenge for the MOOCwas determining the right type and

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarvesh S. Kulkarni, Villanova University; Frank Klassner, Villanova University; Vijay Gehlot, Villanova University; E.J. Dougherty III, Villanova University; Sue McFarland Metzger, Villanova University; William P. Wagner, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

learning are worthy offurther investments.I. IntroductionAs early as 1916, J. Dewey propounded the complementary ideas of experiential learning andinterdisciplinary learning.1 H. Taba, a student of Dewey's, expanded the field of progressivelearning by introducing inductive and creative learning techniques.2 Students were encouraged toorganize related concepts from two or more diverse fields of learning, into groups. Ackerman,Perkins and Jacobs3 put forth very strong arguments in favor of a combination of discipline-specific as well as complementary inter-disciplinary learning. Furthermore, they emphasized theimportance of interweaving skills and knowledge-based content in the learning process.Today, many university programs try to integrate

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

?Through the qualitative analysis the research team was able to gain a more in-depthunderstanding of why students selected certain solution paths.1. Introduction and BackgroundThe overall purpose of this research is to determine if the use of model eliciting activities (MEAs)in the classroom helps to improve students’ ability to solve engineering problems. Model ElicitingActivities are open-ended realistic problems constructed around a few main concepts1-8. Originallydeveloped by mathematics educators, and used at the pre-college level, we have been refocusingMEAs for use in upper division engineering courses. MEAs require the team to develop ageneralizable, mathematical model to solve the problem and to present both the solution methodand the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Leadership Development Division

subside”(p. 56). They argue that “scientists must learn to actively ‘frame’ information to make it relevantto different audiences” (p. 56) Nisbet and Mooney identify three fundamental functions offrames: 1. Organizing: “central ideas, defining a controversy to resonate with core values and assumptions,” 2. Paring down: “complex issues by giving some aspects greater emphasis,” 3. Efficiently orienting readers by identifying: “why an issue matters, who might be responsible, and what should be done” (p. 56).Morrone, Basta, and Somerville (2012 quoting Fletcher, 2009)7 describe the framing process thisway: “how social actors use language—inclusive of rhetoric, metaphors, and storylines—tomobilise key stakeholders

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tanmay Bhowmik, Mississippi State University; Nan Niu, Mississippi State University; Donna Reese, Mississippi State University

Tagged Divisions

Software Engineering Constituent Committee

a plan, implement the plan, and evaluate the so-lution. We find that students show significant deficiency in the overall problem solving pro-cess, whereas many professionals follow unique and effective tracing techniques in definingthe problem, and in developing and implementing the plan. We identify the improvement ar-eas and propose a set of learning activities for Software Engineering students to enhance theirtracing skills. We implement two learning activities in a Software Engineering course andreport our experience. Our study contributes to the improvement of training students in per-forming ART and other information-intensive tasks in Software Engineering.1 IntroductionA recent study by Begel and Simon1 shows that new college

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jameel Ahmed, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Thomas W. Mason, Rose-Hulman Institute of Technology; Michael Wollowski, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

best practices and aninstructor’s guide would be helpful to instructors striving to successfully implement the IC intheir curricula.While the IC provides a useful framework for the design process and its context, it is intended tobe used in conjunction with many of the technical analysis tools that are already taught inengineering curricula. Some of these tools include; voice of the customer, interactions, featuresand minimum viable product, main parameter of value, modularity, and product architecture.These tools and how they might react with the IC are further described in reference 3.An Introduction to the Innovation CanvasThe Innovation Canvas (see Figure 1) consists of a poster on which the design team can postideas, lists, and analyses

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Cory Hallam, University of Texas, San Antonio; Dorie Jewel Gilbert; Olivier Wenker MD, The University of Texas MD Anderson Cancer Center; Gary L. Frankwick, University of Texas at El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

of 2014. The project comprises two major phases: (1) education ininnovation, entrepreneurship, and commercialization, and (2) identification and funding ofpromising and competitive technologies.The project’s education initiatives include: A comprehensive assessment of entrepreneurial orientation, perceptions and activity Page 24.1254.3 • across UT System campuses. • An Entrepreneurs Academy™, an online program designed to help faculty learn the fundamental concepts of starting a business and commercializing their innovations. The modules provided in the Academy combine a selection of best-in-class videos and

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Hannah McQuade, The Center for Engineering Education Research; Andrew League, Michigan State University; Chris John Bush, The Center for Engineering Education Research; Michael Cavanaugh, Michigan State University, Center for Engineering Education Research

Tagged Divisions

Educational Research and Methods

CPACE computational competencies. • Brief discussion of our efforts to develop and validate assessments to measure computational competencies for engineering students.Introduction The learning sciences have influenced repeated calls for improving engineering educationthat focus on providing students with the opportunities to integrate their knowledge acrossdisciplines through authentic problem solving 1- 6. Computation for engineering cannot simply beaddressed with one or two courses in computing or a few examples scattered in the curriculum,but must be integrated as part of an engineer’s training to become a “Holistic Engineer” 7. One of the challenges of preparing engineers for the rapidly changing workplace is to providethe

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

quite often a stumbling block for many students intheir learning. Many students are not prepared for college level classes, particularly inmathematics [1, 2, 3, 4]. Point in case, one study evaluated true college-level freshmen andsophomore students entering into STEM disciplines on their knowledge of high school mathbecause it was noticed that they struggle with basic mathematical concepts that are covered atthe high school level. Two major conclusions stemmed from the research: one, studentsspecifically struggle with seven particular high school topics [5], and two, students who takemore mathematics classes, whether at the high school or collegiate level, are apt to performbetter in math and engineering classes [2, 5]. Expounding upon the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

of thecontent.!Introduction!Davis, et al. point out in their extensive review of literature on the Challenges New ScienceTeachers Face,1 that there are appreciably high expectations when it comes to teaching science.Science teachers are expected to help students to develop “deep conceptual understanding … byengaging students in authentic scientific inquiry…” As a result, “Teachers must deviseexperiences that will help students construct understandings of natural phenomena…” Davis andco-workers document, often the instructors have limited background or time to prepare theseexperiences for their students, which in turn can adversely impact student interest.1 Davis, et al.suggest a number of supportive strategies and programs to assist science

Conference Session

Engineering and Public Policy Division Technical Session 1: In the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deanna H. Matthews, Carnegie Mellon University

Tagged Divisions

Engineering and Public Policy

problems, to work effectively in multidisciplinary teams, and to consider non-technical perspectives, long before the characteristics of the “Engineer of 2020”1 was everdefined.This paper discusses the EPP program over its four decades and how the program integrates withthe traditional engineering programs. We discuss the curriculum over time, the course selectionsstudents make, and the benefits our alumni receive from the program. We will give an overviewof our capstone EPP Projects course, a truly interdisciplinary teamwork situation addressingcurrent technology issues. Finally we reflect on how the program achieves the ABET (a) through(k) outcomes and work in the ABET system, and how the program has been successful these past40 years.We do not

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University; James B. Guthrie, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

practical application for math and science conceptsenhanced student learning. Teacher candidates and cooperating teachers were surveyed to assesstheir familiarity with the professions, the application of science and math to the professions andtheir perceptions surrounding their students’ abilities and interests. The paper describes theprogram, lessons learned and the assessment data.IntroductionThe Sandcastle Project was conceived as a means of introducing the design and constructionprofessions (architects, engineers, contractors) into local elementary school classrooms withoverall goals that were two-fold – 1) to provide elementary school teachers with real worldexamples of math and science to reinforce standard curricula and 2) to motivate

Conference Session

Engineering and Public Policy Division Technical Session 1: In the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reza Kamali, Utah Valley University

Tagged Divisions

Engineering and Public Policy

, 1920 Establishment of FCC Radio Act of 1912 Communication Act of 1927Figure 1. Time line of radio regulation history. Page 24.712.3III. Spectrum EfficiencyFrequency spectrum is a limited resource and the available spectrum needs efficient usage15.Efficient use is possible through careful allocating frequency bands without any waste of thespectrum. All of the available radio frequency bands have been assigned by the FCC to differentapplications such as public, commercial, and military services.To help the researches and growth of new wireless technologies, a few frequency bands areassigned as

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

partnerships provide an opportunity to exposestudents to the diverse variety of career possibilities found in the transportation field, andencourage students to stay focused on their long-term educational and career goals. Theconsortium currently includes Faubel Financial Services, Flatbed Express, Lincoln CommunityLearning Centers, the Mid-America Transportation Center, the Nebraska Children and FamiliesFoundation, the Nebraska Department of Education, the Nebraska Department of Roads, theNebraska Transportation Center and the Nebraska Trucking Association. This public industryand private sector involvement was intended to demonstrate to students that, 1) profitable jobs

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

. Also, as the number of programs increases,so does the need for qualified teachers to instruct those courses.1 The majority of K-12 teachersdo not have a background in engineering; more times than not, they do not know what anengineer does, nor do they have knowledge of the different disciplines of engineering, thuslymaking it difficult to effectively encourage their students to pursue engineering as a career.2,3One challenge for schools wanting to better implement the “E” in STEM is the training requiredof teachers to effectively teach engineering in the classroom.This paper examines 76 students who completed engineering courses in a targeted STEMAcademy program over four years of high school. Data is analyzed from multiple sources,including

Conference Session

Engineering and Public Policy Division Technical Session 1: In the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach; William S. Sullivan, DeVry University, Long Beach

Tagged Divisions

Engineering and Public Policy

distributive. Engineers andtechnologists do not usually receive training to be policy makers. These assignments gave themthe students the opportunity to develop, understand, and incorporate public policy in devicedevelopment for senior projects. Page 24.1131.2Introduction Public policies support and propel new products and services. They can also hinder theiradoption.1 Students in senior projects propose new products or services. In developing theproject concept, senior project teams research individual needs and determine the market.Anchoring the product to a verified societal need is part of the process of making new productsand services

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee McCall, Arizona State University, Polytechnic campus; Randi Michelle Taylor, Arizona State University; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

systems. She also holds a Bachelor’s degree in Linguistics from Rice University in Houston Texas.Dr. Odesma Onika Dalrymple, Arizona State University, Polytechnic campus Dr. Odesma Dalrymple is an Assistant Professor in the Dept. of Engineering and Computing Systems at Arizona State University. She conducts research on tools and techniques that can be readily applied in real engineering learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is self-directed and motivated by interactions or manipulations of artefacts; and 2) the