Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

unique strengths in an engineering context. The new framework expands uponuniversal design principles and provides guidelines that are anchored in a strengths-basedapproach and centered around three core elements: a culture of inclusion, teaching and learning,and instructional design. The application of the standards across the three courses has commonelements (e.g., the ability to choose standard versus creativity-based assessments) anddifferences to reflect instructor style and course content (e.g., incorporation of design aspects inmore advanced courses). It is anticipated that the use of these standards will improve learningoutcomes and enhance the educational experience for neurodivergent students.MotivationNeurodiversity is a term that has

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

engineeringproblem solving in support of students’ project planning and progress and as a scaffold forprofessional competency reflection [4].Based on our own first hand experiences and the broader literature investigating the nature ofengineering work [5]–[7], and studies focused on the novice to expert progression [8]–[11], weknow it is critical that students have opportunities to practice and reflect on solving ill-structuredproblems. Such opportunities are fundamental to the development of students’ ways of thinkingand knowing that help them to prepare for the profession. The growth of problem and project basedlearning (PBL) and other active learning experiences speaks to broad acceptance that ill-structuredproblem solving experiences are valuable to

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University

Tagged Divisions

Faculty Development Division

Paper ID #32676Supporting Students’ Skillful Learning: Lessons Learned from a FacultyDevelopment WorkshopDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote Reflection in Engineering Education (CPREE). He is also a

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Kouo, Towson University; Stacy S. Klein-Gardner, Vanderbilt University; Medha Dalal, Arizona State University; W. Ethan Eagle, University of Maryland

Tagged Divisions

Pre-College Engineering Education

PD was shifted online to a mixtureof synchronous and asynchronous sessions during the summer of 2020. The goal of this work inprogress is to present how the e4usa team adapted teacher PD to establish community amongour teachers and between teachers and staff, use this connection to enhance ourresponsiveness in PD, and deliver the engaging content of the e4usa curriculum. Teachersengaging remotely in e4usa activities have led to productive adaptations based on theirchallenges. The lessons learned reflecting back upon the PD will inform the design, delivery,and content of future e4usa teacher PDs. It is expected that future PD and professional learningofferings will continue to utilize flexible modalities and novel online tools, while also

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven

Tagged Divisions

First-Year Programs

Education, 2021 Work in progress: Personality Types and Learning Preferences of First-Year Gen Z Engineering StudentsAbstractHumans learn based on their strengths and weaknesses. Many researchers have studied thecorrelation between the delivery method in classrooms and students’ learning preferences. Learningpreferences can include active, reflective, sensing, intuitive, visual, verbal, sequential and globalstyles. Researchers have studied engineering students’ learning styles to help instructors in theclassroom adjust the method of delivery and strategy to enhance student learning outcomes.However, few studies have related the personality of engineering students and their learningpreferences. Further, the few studies

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramya Sivaraj, University of Minnesota; Jeanna R. Wieselmann, Southern Methodist University; Gillian Roehrig, University of Minnesota - Twin Cities

Tagged Divisions

Pre-College Engineering Education

scope of set criteria andconstraints to collaborate toward innovation; b) utilizing design failure to better understand theproblems in context; and c) contributing as a group to iterative-reflective cycles. Findingscontribute to enhancing K-12 engineering teaching and learning with a focus on collaborativeproblem-solving throughout the engineering design process. Findings of this study also havesignificant implications related to the structure and design of small group collaborative K-12engineering learning experiences.EPISTEMIC PRACTICES OF ENGINEERING IN SMALL GROUP CONTEXTS 2Designing Solutions in Middle School Engineering: An Exploration of Epistemic Practices of Engineering in Small

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

conversation withtheir supervisor or mentors to ensure that choices are made based on reflection about teachingpractice as well as timelines for submitting dossiers for promotion and tenure.We determined that incorporating meaningful, but intermittently administered summativeoptions as part of faculty annual reviews would ensure that the focus remained on teachingdevelopment, rather than strictly measured performance. To meet the needs of faculty whowould require summative evaluations for their promotion and tenure dossiers, our review optionson classroom teaching, syllabus and course materials include instructions and forms to helpobservers produce written reports documenting their observations that could be incorporated intoformal summative letters

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neelam Prabhu Gaunkar, Iowa State University of Science and Technology; Sara Kaye Jones; Mani Mina, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. American c Society for Engineering Education, 2021The challenge: The role of the student in Engineering and TechnologicalLiteracy programs, perspectives, discussions, and

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

privilegeinfluence student teams and team-based design, as well as short reflections asking students toapply such lenses to their teamwork experiences, following emancipatory pedagogy suggestionsof Freire [14], hooks [15], and others. For example, we assigned a reading on groupconversational characteristics, which led to a number of interesting reflections from somestudents about how much they enjoy “ritual opposition” (a method of testing ideas by tearingthem down, which Tannen [16] claims is common amongst men) and from other students abouthow those same interactions make them feel unsafe and silenced. Most reflections indicated 1students realize that neither

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Philippa Anne Martin, University of Canterbury; Eileen Frances Britt, University of Canterbury

Tagged Topics

CoNECD Paper Submissions, Diversity

extensive experience training MI and isa member of the MI Network of Trainers, an international collective of MI trainers which promotesbest practice in MI training and practice. Due to the challenges in getting 17 people from sixdifferent departments or service units in one place, the course was run as two weekly 1-hoursessions for a total 15 sessions. This allowed the participants who had little to no counsellingbackground to gain confidence and skills. They were able to practice reflective listening and MIskills between sessions and share experiences with the group. This also built a learning community,which will be important for debriefing after difficult conversations. As one participant said, “Theway the course was delivered in small doses

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Suzanne Keilson, Loyola University Maryland

-Atlantic section as well as ASME and IEEE. American c Society for Engineering Education, 2021Virtual Service-Learning Tutoring Experience for EngineeringUndergraduatesAbstractIn the fall semester 2020 a service-learning option was provided to students enrolled in aprobability and statistics class that is required of all engineering majors. The instructor hadpreviously participated in service-learning seminars for faculty at the university who wereinterested in using that pedagogy in their classes. This paper reviews the seminar program, thebackground of the community partner, the nature of the service-learning experience and thequalitative reflections of the students who

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Daniel Blessner, Pennsylvania State University, Wilkes-Barre Campus; Dimitrios Bolkas, Pennsylvania State University, Wilkes-Barre Campus

Tagged Topics

Diversity

public profile [19]; therefore, engineering and non-engineering students working on surveying problems would be able to learn about this major andincrease the awareness of surveying among engineering and non-engineering students.The paper has the main objective to discuss the concept of integrating Math and Statisticscourses with Surveying Engineering, and to outline the main steps of the implementation plan.We discuss our developed a framework for classroom implementation that is characterized bythe acronym DSR, which stands for Discuss, Solve, and Reflect. The paper also providesnumerical examples of surveying related RL problems relevant for different Math and Statisticscourses.Future Implementation PlanAs educators we see those students

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Divisions

Design in Engineering Education

, thecommunity of academic makerspace managers began to meet monthly to discuss PPEproduction and makerspace operational recommendations.Over March 2020 - February 2021, this community of practice had nine regular meetingsto continue to share practices about how each space reacted and pivoted to pandemicchanges. Several new members from local academic makerspaces were included in themeetings as they progressed, reflecting a growing and true community of practice withdiffering levels of interaction and involvement. The first author co-hosted these meetings.The methodology used for this exploratory study is a qualitative approach, combining in-depth ethnographic interviews and a “diary” [13]. Interviews were conducted overJanuary and February 2021 via

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

engineeringdisciplines, and the context of their research varied considerably. Some students were part oflarge, established experimental laboratories while other students worked individually or in smallgroups on computational or theoretical projects. As this course was launched in Fall 2020,students in this class experienced the additional challenge of starting college (and undergraduateresearch) remotely during a global pandemic. The design and content of this course wereevaluated using anonymous feedback and a review of reflective discussion posts in order todetermine whether the course supported the stated learning goals. This evaluation indicates thatstudents found the course material helpful in understanding their role as undergraduate researchassistants

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

bachelor's degrees of a largeprivate university in Chile during the first semester of the academic year 2020. During thatsemester, education changed from experiential face-to-face teaching to synchronous virtualeducation. In the presented model, we had to reflect on how sessions should be structured toteach content. The Module's design objective was to have the possibility of bringing the value ofthe face-to-face experience -focused on active methods from the constructivist educationalparadigm- to the virtual world. Besides, we had to maintain the expected learning levels andmake them significant. To analyze the students' perception of the Module's success, weadministered an instrument already used before. The tool consisted of a Likert

Conference Session

Energy Conversion and Conservation Division Technical Session 1: Mechanical and CAD Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina T. Jones, University of Florida; Sean R. Niemi, University of Florida; Matthew J. Traum, Engineer Inc.

Tagged Divisions

Energy Conversion and Conservation

) 𝜈The Reynolds number dictates whether flow is laminar or turbulent. In the laminar regime,streamlines are smooth and orderly. In the turbulent regime, flow fluctuates and is disorderly. Thisregime is most reflective of practical flows encountered by mechanical engineers [8, 9]. When theReynold’s number is less than the critical Reynolds number, ReD,crit, flow is laminar, and when itis greater than the critical Reynolds number, the flow is transitional or turbulent [10]. 𝑅𝑒$,1234 = 2300 … (2)For both regimes, there is a length up to which flow is developing, referred to as the entrancelength, Le, and following this point the flow becomes fully developed (Fig. 1). This length is basedupon the merging of

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

CoNECD Paper Submissions, Diversity

education culture, reflects normative values and can actas a gatekeeper in engineering. Despite the decades of research to broaden participation inengineering education, very little research has explicitly explored the construct of smartnesswithin the context of engineering education and its’ exclusionary implications. For this researchpaper, we focused on the beliefs of high school students as selection of a collegiate major is oftenchosen during high school and student beliefs about smartness have serious implications for whoconsiders themselves smart enough (or not) to pursue an engineering degree. Althoughconstructions of smartness intersect with race, class, gender, and other social identities, for thisexploratory study we chose to investigate

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Delahanty, Bucks County Community College ; Jason Silverman, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

overcomingstruggles, and described their negative perceptions of engineering before entering the major. Participants with alllevels of CSE highlighted their own creativity with respect to the performing and visual arts, before reflecting oninnovation as creative. Most participants with low CSE described their lack of creativity in the arts. They alsodiscussed being “intimidated” by negative classroom experiences more than their peers with higher levels of CSE.Those with low CSE were also exposed to more engineering centered experiences in high school, and most had aparent who worked in the profession. It is expected that this research will provide a more comprehensiveunderstanding of CSE, perceptions of engineering as a creative field, and the educational

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

Tagged Divisions

Engineering Leadership Development

student demographics and acontinuous improvement process. Key concepts, processes and outcomes developed during thecourse sequence include self-assessment and self-awareness, identifying their leader capabilities,developing a lifelong learning plan, authentic leadership, and reflection. The findings of thisstudy suggest that leadership development can be meaningfully facilitated among engineeringand technology graduate students through a graduate program course, setting the trajectory forsubsequent growth and enduring benefit. This paper primarily fits the Assess strategic initiativeof the LEAD division, and the presentation will meet the Inform initiative.INTRODUCTIONBACKGROUND – LAUNCH OF AN ENGINEERING LEADERSHIP COURSEOver the past two

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College

Tagged Divisions

Multidisciplinary Engineering

values of the corresponding safety factors. The exercise was semi-structured including smallgroup work, large group work, limited time asking the instructor questions, and limited timeusing the internet. A partially affective rubric was used to score the students, and the final examwas only worth 10% of the final grade. The students had been individually assessed on all of theprior material on partial exams. At the end of the exam, students were asked to individuallyanswer some technical prompts (e.g., How would your approach change if you had more time?What additional information would you want? Which of the results are you least confident in andwhy?) and to reflect on the exercise itself. The experience and feedback were overwhelminglypositive

Conference Session

Best in 5 Minutes: Demonstrating Interactive Teaching Activities

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Civil Engineering

scales. As they progress through the Figure 1: General system setup showing half-roundsactivity, students are required to use results they supported on the scales and the ruler supported at the zero and 12 inch marks.observed in the previous beams to estimate the next beam’s support reactions before measuringthe reactions using the ruler, weights andscales. Each load case is followed by a thoughtquestion to encourage students to reflect ondifferent behaviors or mathematical patterns.The first load case is very simple with 10grams added at the ruler mid span (Figure 1).The students are not asked to solve the staticsequations for this

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Javaid, Indiana State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

experiments. Studentsperform laboratory experiments with the help of laboratory instructor as a part of teams whichoften range from two to four members. Such formative assessment is very useful and suitable[3]. However, it may not be sufficient in determining individual student learning of requiredpractical skills as students work in teams and also seek help from laboratory instructor duringthese experiments.In this paper, authors will show through laboratory examination results that good scores forindividual laboratory experiments do not always reflect good results of an individual student’slaboratory practical skills. Laboratory examination helps identify the students struggling withpractical skills. This allows instructor and struggling students

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Katherine M. Ehlert, Clemson University; Haleh Barmaki Brotherton, Clemson University; Jessica Allison Manning, Clemson University

Tagged Topics

NSF Grantees Poster Session

and what aligns most closelywith our conceptual definition. Our continuing work will reflect the revised definition. Weanticipate completing revisions to our definition soon and plan to publish our revised definitionand operationalization strategy at the Frontiers in Education Conference in Fall 2021.Using our definition of overpersistence, the historical sample (with known outcomes) isidentified and relevant data markers attached to each student in the sample using R [2]. Afterbeing compiled, the data is moved from R to SPSS [3] for analysis. We are using Chi-SquaredAutomatic Interaction Detection (CHAID) [4] to identify the indicators of overpersistence.CHAID requires large sample sizes and uses both F and chi-squared tests to create a

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Charles Patrick Jr, Texas State University

break out rooms whenneeded to facilitate problem solving.Four semesters (fall 2019, spring 2020, summer 2020, and fall 2020) consisting of a total of 262 studentswill be analyzed. Fall 2019 and 60% of spring 2020 were taught according to pre-COVID-19 pedagogy.The remainder of the semesters analyzed were taught under COVID-19 conditions and pedagogy wasconverted from face-to-face to online format. A 15-question survey was used to evaluate problem-basedlearning through a five-level Likert scale: 1–not at all, 2–a little, 3–somewhat, 4–significantly, 5–a lot. Thissurvey was employed prior to and during COVID-19 restrictions. Instructor reflections on courseconversion, student engagement, and professor-student communication will be included in the

Conference Session

Electrical and Computer Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chandana P. Tamma, Marquette University ; Matthew Curran, Marquette University

Tagged Divisions

Electrical and Computer

Mindset (EM)which are curiosity, connections, and value creation. This student-centered pedagogical approachpresents the students the opportunity to not just master technical content but also to identifyopportunities, integrate knowledge and create value for themselves and others.This paper discusses the results of a concurrent investigation on the effect of incorporating EMLinto the 9-week, group-based, customer-focused, and open-ended game design project in aFreshmen level programming course in the Electrical and Computer Engineering curriculum.The course was first taught with the new project model in Spring 2020 but due to COVID-19,certain aspects of the project were not implemented. Based on the student responses to theproject reflection

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Tranquillo, Bucknell University; Brian David Gockley, Bucknell University

Tagged Divisions

Faculty Development Division

projects to the missions and tactics. It is important to recognize that no one person will contribute in a meaningful way to all aspects of the canvas. 8. Discuss any of the above with a peer, thinking partner, or with a small group to hear their thoughts on your own canvas as well as to see the diversity of ways in which to fill out the canvas.The Henderson model of university change (Henderson et al., 2011) identifies four approaches touniversity change that ideally would be used in synergy. Three are primarily top-down (e.g., policies,programs). The single bottom up approach is to create a culture of ‘reflective practitioners.’ (Schon,1984). It is difficult, if not impossible, for an administrator to map out how every

Conference Session

Posters and Workshops

Collection

2021 Illinois-Indiana Regional Conference

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Topics

Workshops and Posters

students to participate in thesecollaborative practices as they work on the project. The facilitators will engage participants insmall-group activities to promote first-hand experience and reflection on this methodology. Bythe end of this workshop, participants should have an informed, systematic approach to properlyconstruct a problem statement for a design project that encourages and fosters collaborationamong students while providing a sense of guidance to the problem-solving process. © American Society for Engineering Education, 2021

Collection

2021 ASEE Midwest Section Conference

Authors

Ashlee N. Ford Versypt

and Thriving. Thediscussion group served as a virtual community of practice around the topics of diversity, equity,inclusion, and social justice, particularly for chemical engineering educators. The authorfacilitated the group. This extended abstract reflects on the reception to this initiative and whatthe participants got out of the series as they discussed actions that can be incorporated intodiversity, equity, and inclusion efforts in chemical engineering programs and in engineeringeducation more broadly.Major results: Approximately 25 people participated in one or more one-hour conversations heldvia Zoom as part of the Conversation Series. 37 total people opted in to weekly email updatesfrom the author that summarized the meetings

Collection

2021 First-Year Engineering Experience

Authors

Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Michael F Young, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Landon Bassett, University of Connecticut

Approach to First-Year Ethics InstructionThrough both success and failure, many engineering projects have a profound impact on individuals and society.Thus, ensuring future engineers consider these impacts and reflect on the ethical implications of their future work isan extremely important topic. There are many pitfalls with the traditional ways in which ethics is taught toengineering students. Often it is taught by a non-engineer as an abstract philosophical topic, rather than an act ofpersonal decision making situated in complex real-world contexts. . It is usually included late in the undergraduatecurriculum, such as during a senior capstone project, and is a relatively short subtopic (module) within a larger

Collection

2003 GSW

Authors

Kuldeep S. Rawat; Sumit R. Pal

Application of Signal Processing Tools in the Interpretation of Geophysical Seismic Data Kuldeep S. Rawat Center for Advanced Computer Studies University of Louisiana at Lafayette Sumit R. Pal Superior Energy Services LLC, Broussard, LA Energy Institute, University of Louisiana at Lafayette, LA AbstractExpensive to acquire and almost impossible to re-acquire, seismic reflection andrefraction data sets are no doubt the most important assets of any hydrocarbonexploration and prospecting program. During exploration, seismic