Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Randall Manteufel, The University of Texas at San Antonio; Amir Karimi, The University of Texas at San Antonio

online course needed to have a more structured schedule than typical face-to-face offering of the same course.Course DescriptionThermodynamics class was taught online with asynchronous learning content coupled withregular synchronous meetings. The class was completely online and included five mainelements: (1) pre-recorded “lecture” sessions, (2) “homework” problems presented in the pre-recorded lecture, (3) muddy point reflections at the end of each pre-recorded lecture, (4) onlineasynchronous discussion of muddy points with the students, and (5) online exams. Muddy pointreflections give students the opportunity to share what they found most difficult or confusingabout the lecture, reading, or activity [9], [10]. At the end of every lecture

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Selen Güler

, themajority of RED projects focus on one department and include the following areas: chemical,biological, civil, environmental, electrical, mechanical, computer, biomedical, and aerospaceengineering, as well as computer science. All RED teams share overarching goals related totransforming engineering education, while teams’ change-making processes vary. For example, onecomputer science-focused project from a large public institution integrates courses for undergraduatesto develop industry-relevant professional skills. Another project at a smaller private institutionmobilizes its focus on identity and inclusion by integrating experiential learning opportunities andimplementing reflection portfolios for students to assess their own engineering

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhen Zhao, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus; Jennifer Chandler, Arizona State University

stags of leadership identity [10] were demonstrated by participants in the priorexploratory qualitative study. ERC graduate student mentors reflected various stages ofleadership identity, ranging from “stage three: Leader Identified” to “stage five: Generativity”[10, p.14]. “Stage three: Leader Identified” was achieved among all participants as all of themviewed leadership as the behaviors or actions of an individual or a group of individuals who holda leadership position and recognized the hierarchical structure within a working group [9].“Stage four: Leadership Differentiated” and “stage five: Generativity” were also reached by avery few participants. A few participants gained an awareness of leadership could bebidirectional and not

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly Matusovich, Virginia Polytechnic Institute and State University; Rachel Ellestad, University of Tennessee at Knoxville; Cheryl Carrico; Carol Geary, Virginia Polytechnic Institute and State University

Paper ID #38318Collaborative Research: Design and Development: Lessonsfrom Conducting the Skillful Learning InstitutePatrick Cunningham (Professor) Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham teaches a range of courses across undergraduate levels with specialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Letourneau; Katherine Culp; Dorothy Bennett

help others ● Iteration: revising a design based on some form of feedback or testing This material is based upon work supported by the National Science Foundation under Grant No. 1712803. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.What’s included:1. Design principles and facilitation tips for integrating narrative elements into hands-on engineering activities, developed through a three-year design-based

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Catherine Berdanier, Pennsylvania State University; Monique Ross, Florida International University

was used to identify faculty experiences thatinformed how they mentored their postdoctoral fellows. Faculty who had completed a postdoc aspart of their training reflected on their experiences, often identifying positive and negativeexperiences they used to guide, mentor, and plan the development of the postdocs they advise.Faculty who did not complete a postdoc used doctoral and industry experiences to inform theirdecisions. This work provides a unique window into postdoctoral training and mentorship,highlighting the need for more explicit expectations and plans for postdoc advisors.Keywords: Postdoctoral studies, Mentoring, Qualitative Thematic AnalysisI. Introduction and review of relevant research The postdoctoral position in

Conference Session

Construction Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi; Diana Bairaktarova, Virginia Polytechnic Institute and State University

settings. To address this objective, we are designingand developing an online game, called Zebel: Genesis. The game coupled with a series of pre-and post-assessment tools will be used as learning materials in a graduate-level constructionscheduling course in the Department of Civil, Environmental, and Ocean Engineering (CEOE) atStevens Institute of Technology to collect empirical evidence for qualitative and quantitativeanalyses. The design of the game is based on the Constructivism learning theory. TheConstructivism learning framework for gamification that forms the foundation of our gameplatform consists of six essential elements: (1) modeling; (2) reflection; (3) strategy formation;(4) scaffolded exploration; (5) debriefing; and (6

Collection

2023 Rocky Mountain Section Conference

Authors

Pinar Omur-Ozbek; Ketul Popat; DaeSeok Chai; Christie Peebles; Abdulkhakim Salokhiddinov

indicated on the syllabus, there are two group projects in this course. Students will be paired up with students in another country (groups may have 3-4 students). Building on the case studies they worked on (to provide scaffolding for this assignment and get the students working on the project as early as possible) they will create a short report and a short presentation. All students will be expected to contribute to all parts of this activity. The instructors will assess how the students shared the work, how much they interacted to prepare the report and presentation, who did they seek help from (ideally almost all faculty being involved in the course). 4- Reflections: Students will be asked to reflect

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Brian Patrick O'Connell, Northeastern University

technologies. His research now focuses on developing engineering technologies and learning environments, specifically makerspaces, to support engineering education at many levels. He’s also heavily involved with his local FIRST Robotics Challenge team as a mentor. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 GIFTS: Situational Learning of MATLAB Using Data Collection and Analysis Modules Based on Upper-Level Engineering Lab ExperimentsIntroductionThe first-year engineering courses of Northeastern University involve mixed discipline cohortswith a curriculum that reflects the range of engineering design and

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Lunn, Georgia Institute of Technology; Cristi Bell-Huff, Georgia Institute of Technology

weeks, 24 engineering students from five academicinstitutions were prompted to self-reflect and consider their pathways to and within theirdiscipline. Zaki’s framework of empathy served as the guiding lens through which weinvestigated: 1) How does an eight-week, extra-curricular, story-focused learning program affectstudents’ perceptions and levels of empathy? and 2) How does story-focused pedagogy impactstudents’ interpersonal interactions? Over the course of the program, we explored students’empathy development and their interpersonal interactions using a mixed methods approach.Students completed Davis’ Interpersonal Reactivity Index (IRI) at the start and end of theprogram, along with providing their definitions of empathy. They also

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell; Chiara Ghezzi; Laura Punnett, University of Massachusetts Lowell

calibration or calibration inconsistencies. Additionally, student biases towards factorssuch as gender, race/ethnicity, and age can affect their evaluations [3]–[5]. These biases couldthen negatively impact faculty’s career trajectory, tenure, and promotion.The belief is widespread among faculty members that student evaluations are not accurate.According to posts on online platforms such as blogs, YouTube, etc., this can lead to feedbackbeing disregarded by faculty; this negates the formative purpose of the assessment. Further,faculty motivation to improve teaching may be hindered if they know or believe that their effortsmay not be reflected by the SET. Worse, negative reviews that are inaccurate could negativelyimpact faculty confidence or mental

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mayank Kejriwal, University of Southern California

proposed framework.linearly using a simple 1-5 scale per option, the questionnaire provides an opportunity forpedagogical self-reflection to the instructor on designing, grading or structuring theircourse.Since this is the first version of the framework, we expect that it will undergo revisions andcourse-specific, or even department-specific, modifications over time. In some cases, collatingresponses to ‘other’ options may reveal a common response that should be included as an actualchoice in a revised edition. We also hope to expand the framework with at least two morecategories, with 3-5 items per category. We also hope to expand some categories with more itemprompts.To avoid bias, the framework is not intended to be filled out by the instructor

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michaela Grover, University of Minnesota - Twin Cities; Natasha Wright, University of Minnesota - Twin Cities; Jennifer Hoody, University of Minnesota - Twin Cities; Carlye Lauff, University of Minnesota - Twin Cities

repeating back what is heard, give permission to the interviewee to guidethe interview towards previously unanticipated and potentially crucial insights [2]. Othertechnical skills for interviewing include being a good listener, using reflective and activelistening techniques, asking follow-up questions to dig deeper into topics, and probing for storiesand emotions. Using the recommendations for successful interviews documented in literature,criteria for a quality interview can be taught to novice interviewers.3.0 Research Design and Approach3.1 ParticipantsStudents from the University of Minnesota (UMN) and from universities in sub-Saharan Africa(SSA) were recruited to participate in the study as Research Assistants with a digital flier and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Haley McDevitt; Hermine Vedogbeton, Worcester Polytechnic Institute; Debra Boucher, Worcester Polytechnic Institute; Arnold Mitchell Lane Jr., Worcester Polytechnic Institute; Brianna Raphino, Worcester Polytechnic Institute ; Olufunmilayo Ayobami, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

of our quarterly check-ins with our CoMPASSScholars in November 2022. We had 14 out of the 15 scholars that were on campus (since 5 werestudying at a global project center that term) participate in the event. Several reminders to thestudents with an explanation of the special event with dinner helped with the high participationrate (although some students could attend for only part of the time).Meetings with the CoMPASS support team (i.e., WPI faculty and staff) and the artist took placebefore the event to plan out the 2-hour event, and Figure 1 displays the flow of the eventcomponents. As students arrived to the meeting, we had our typical check-in chats and used theRose-Thorn-Bud activity [4] for mindful reflection. We also designed a

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

international development often reinforce structures of marginalization, we are vigilant andcritical in implementing this curriculum and seek to minimize the imposition of hegemonicways of knowing, doing, and being. Our pedagogical framework of Localized Engineering inDisplacement is grounded in principles of social justice and critical pedagogy [8]. Theframework centers the local knowledge of the community and empowers displaced studentsto be learners, leaders, and citizens [8]. In DeBoer et al. [8], we describe this framework, itsoutcomes for students, and its impact on the community.In this paper, we explore the drivers of relevant curricular design and share how the LEDcurriculum has evolved over the past seven years through reflection and action

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ariana Turner, Georgia Institute of Technology; Hye Yeon Lee, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

includes three clusters of competencies: intellectual openness, workethic and conscientiousness, and positive core self-evaluation. These clusters includecompetencies, such as flexibility, initiative, appreciation for diversity, and metacognition (theability to reflect on one’s own learning and adjust accordingly).• The Interpersonal Domain includes two clusters of competencies: teamwork and collaborationand leadership. These clusters include competencies, such as communication, collaboration,responsibility, and conflict resolution. While research has shown a host of positive outcomes (i.e., educational attainment, careeradvancement, and physical health) as a result of successful development in The CognitiveDomain, far less research has

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan

Tagged Divisions

Faculty Development Division (FDD)

recognition, all aimed at collaborative software mod- eling. He also is actively researching the use of games in teaching and faculty development, and is an avid tabletop gamer in his spare time.Nathaniel Bryan ©American Society for Engineering Education, 2023 WIP - Let’s Play - Improving our Teaching by Reversing Roles and being a Learner with Board GamesAbstractThe focus of this work-in-progress (WIP) paper is on the creation and evaluation of a facultydevelopment activity to improve teaching through reflection and empathy. Our intervention takesthe form of a Faculty Learning Community (FLC) where staff and faculty participants havefrequent opportunities to experience role reversal

Conference Session

Chemical Engineering Division (ChED) Technical Session 5: Work-in-Progress Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bethany Jean Klemetsrud, P.E., University of North Dakota; Frank M. Bowman, University of North Dakota

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

] to better encapsulate culturally responsive engineeringdesign.These types of frameworks and pedagogical approaches are becoming more widely used withinK-12 education; however, this incorporation of culture and community is not generally adoptedfor college engineering curricula. One of the primary ways to incorporate students’ culture andcommunity is to have students reflect on their own experiences and observations and to havestudents interview elders and community members so that they can include various viewpointsand information into their design solutions.Overview of Professional Development and Engineering Design TasksOver the last two years, there have been two cohorts of teachers within this research project.Teachers in the program

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cheryl Bodnar, Rowan University; Jeffrey Stransky, Rowan University; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University

judgements, including how to respond to the same fivescenarios that we posed to them during the initial beliefs interviews. Using judgements across thegame narrative, we generated a standardized percentage of the rate that each criterion wasprioritized or disregarded to represent criteria rankings based on behavior. Immediately aftercompleting the game, participants completed a post-game reflection where they re-ranked the sixprocess safety criteria and provided justification for their judgements within CUP, allowing themthe opportunity to offer any contextual justifications for their behavior. After the pilot study, thegameplay and reflection data will contribute to answering the second research question regardinghow engineers actually behave while

Collection

2023 ASEE North Central Section Conference

Authors

Susie Huggins, West Virginia University

experiences, demographic characteristics, personalities, and problem-solving approaches. This approach values each person’s experiences, including those fromhistorically underrepresented populations in engineering and computer science [2].One intervention, adapted from Finelli and Kendall-Brown [3], uses observation and role-play todemonstrate how to approach biases within peer group settings, behave inclusively, and createinclusive and productive environments within their field [2]. Students in a first year “EngineeringProblem Solving 1” course at a large, R1 institution in the mid-Atlantic region were required toattend an Interactive Theatre Sketch and answer several reflection questions about the contentand their own related experiences.Before

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

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph A. Lyon, Purdue University, West Lafayette; Aparajita Jaiswal, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

traditional lecturing with assigned homework andquizzes, with the lab section of the course being the time for modeling projects and the seniordesign project.Learning DesignThe final learning design was developed based on modeling-based learning. The development ofa four-phase process from these frameworks has previously been reported on [citation blindedfor peer review]. The four phases of the modeling process that students used during theirmodeling activities were: (1) planning the model, (2) building the model, (3) evaluating themodel, and (4) reflecting on the model. Table 1 below overviews the tasks that students didduring each phase of the modeling process.Table 1. Overview of learning design for the modeling projects during the course. Phase

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

Conference Session

WIP: Engineering Education Research - Focus on Problem Solving

Collection

2017 FYEE Conference

Authors

James Lloyd Long, Liberty University; Carolyn Ziebart, Liberty University

Tagged Topics

FYEE Conference - Works in Progress Submission

first graduates in 2018, with class reflective writings serve to instill and reinforce theABET accreditation to follow. Civil Engineering is attributes of a master learner into the engineeringtentatively planned for startup in the 2018-19 school year. students.Incoming freshman class size has grown steadily, reaching a • Addition of the ‘Design Your Own Plan’ project:peak enrollment of 249 declared engineering majors in the Development of an individual success plan serves as the2015-2016 school year. culminating student development activity in Introduction From its inception, the entry point for the engineering to Engineering course