Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacie LeSure, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Minorities in Engineering

for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment with the Center as a postdoctoral researcher.Prof. Kurt Henry Becker, Utah State University - Engineering Education Kurt Becker is a Professor in the Department of Engineering Education at Utah State University and the current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on a National Science Foundation (NSF) funded project exploring

Conference Session

Issues in ET Education I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Enrique Barbieri, University of North Texas

Tagged Divisions

Engineering Technology

; new technology research and development; technology management; projectbidding and scheduling; process improvement; system conceptualization, design and re-design;engineering operations management; industrial training, representation and sales; and manymore! A degree in ET can also set graduates on the way to career choices in business, law ormedicine.The challenge for a prospective or current student is to rely on their experience, do some “soulsearching”, and seek advice to help them assess their own skills, abilities, and interests thatmatch the academic expectations of a particular degree plan.The challenge for industry recruiters is to carefully evaluate the competencies required toperform specific functional engineering tasks and match

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Debra M. Gilbuena, Oregon State University; Erno Lehtinen, University of Turku; Marja Vauras, Centre for Learning Research, University of Turku; Gavin Tierney, University of Washington; Simone E. Volet, Murdoch University, Perth, Australia

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

identity construction. Her current projects include a cross-national collaboration focused on supporting productive disciplinary engagement in complex STEM contexts (including engineering and environmental science): the Science Across Virtual Institutes (SAVI) collaboration with OSU and UTU reported here, sponsored by NSF, the Academy of Finland, and TEKES. Dr. Nolen is a member of the Knowledge-in-Action research group in the UW LIFE Center. In collab- oration with teachers and districts, the KIA group is developing engaging, rigorous, project-based AP courses for high school students using a design-based implementation research framework.Dr. Debra M. Gilbuena, Oregon State University Debra Gilbuena is a postdoctoral

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

educators, and teacher education university faculty wrote the content for T2I2. Parallelingmany of the themes and requirements of National Board Certification in Career and TechnicalEducation, the T2I2 content uniquely addresses best practices in teaching within a technology andengineering context.The content is divided into 17 Learning Objects, which are research-based guides for readers tolearn about specific topics in teaching and their classroom applications. The Learning Objectsare situated within the context of learning through inquiry, centered on engineering design-basedproblem solving strategies, while maintaining alignment with the NBPTS. The Learning Objectsfall under one of four Units, whose titles directly align with the four National

Conference Session

Engineering Management Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Don Bowie P.E., Aurasen Limited; Xuping Xu, California Baptist University; Anthony L. Donaldson, California Baptist University

Tagged Divisions

Engineering Management

the students graduate, andthey become employees or entrepreneurs.The Bottom Line:You may ask: “How were you able to form a team of volunteer professionals willing to commitsubstantial time and their expertise in a university’s educational undertaking?” Possibly it’saltruism; possibly it’s a faith-based reason; possibly it’s the excitement of new productdevelopment; possibly it’s the ability to interface with the best and brightest of a succeedinggeneration; or possibility it’s for the potential of a benefit that each individual personally holds.Probably; however, it’s the same reason each of the readers of this paper is involved inengineering education: “The assignment is for you to fill in your own answer

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Shannon K Reynolds

Tagged Divisions

Civil Engineering

. Andthe new Institute for Sustainable Infrastructure (ISI) was formed in 2011 to bring a newprofessional sustainability credentialing and project certification framework to the civilinfrastructure engineering profession.Paralleling the development of sustainability in civil engineering practice, approaches to teachsustainability concepts in the civil engineering curriculum also have been created. Initial interestwas partly driven by sustainability being added as part of the ABET accreditation criteria for allbaccalaureate level programs, specifically Criterion 3 (Program Outcomes). Criterion 3(c) statesthat programs must demonstrate their students attain: “an ability to design a system, component, or process to meet

Collection

2014 ASEE Zone 4 Conference

Authors

Moe Tajvidi P.E.

and place order for that test if it does not exist in the primary tests list.• Evaluate the input data in order to decide what type of foundation is best working for that condition.• Decide between different types of foundations for a project and conduct a quick evaluation of design issues for each type and select the best option.• Assign preliminary dimensions to the foundation (shallow or deep) which is to be designed and conduct an analysis.• Check those parameters such as dimensions, material properties etc. for compliance with the assumptions, real conditions and practice codes and standards.• Present the design output in the form of drawing, reports and oral presentation.• Be able to justify the design process

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

as a part of their ownengineering identity. The PIP uses a continuous improvement process similar to that used inengineering design, but now applied to the individual rather than to a product or process. Withthese attributes in mind, we believe the PIP is a best practice that could be adopted in anyengineering education. Whether it is at the department level, course level, or for special cohortssuch as honors programs, adaptation of the PIP can serve to benefit any engineering student inthe pursuit of her or his degree.6. References1. Jackson, Norman. "Personal development planning: what does it mean?" Higher Education Academy from http://www. heacademy. ac. uk/ourwork/teachingandlearning (2001).2. Clegg, Sue, and Sally Bradley

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen Caroline Hurtado, Arizona State University; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

Paper ID #10640A Proposed Dynamic Model for Education in Construction Project PlanningMrs. Kristen Caroline Hurtado, Arizona State University Kristen is a current PhD candidate in Construction Management at Arizona State University in the School of Sustainable Engineering in the Built Environment. She is also pursuing a Graduate Certificate in In- structional Design and Performance Improvement in the Mary Lou Fulton Teachers College. Kristen has experience teaching applied statics and estimating at the undergraduate level. She also instructs profes- sionals in her work and research in value-based project delivery. The main

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

communicate effectively; (h) the broad educationnecessary to understand the impact of engineering solutions in a global, economic,environmental, and societal context; (i) a recognition of the need for, and an ability toengage in life-long learning; and (j) a knowledge of contemporary issues. Often thesenontechnical skills do not receive as much emphasis in undergraduate engineeringeducation and instead must be learned on the job, learning "soft skills the hard way" 2.Opportunities do exist in current engineering curricula to better integrate the developmentof these nontechnical skills into students' experience. These include team projects incapstone design and freshman design courses, engineering study abroad courses, servicelearning projects in both

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

. Also, they indicated that researching online was a very good tool to use for theproject. Francisco mentioned that using search engines, forums, and warehouse websites wouldgive them the information they needed to work on the project, including specifications that mustbe taken into consideration.Selecting the Best SolutionThe next step in their design process was to decide whether the doors would opensimultaneously, or not. One of the reasons they determined this was important was the traffic ofstudents in the hallway. If the doors were not opened simultaneously, the amount of studentstrying to pass through the doors every class period would block the passage for the students withdisabilities. They reached a conclusion to have the doors open

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Grimsley Michaeli P.E., Old Dominion University; Gene Hou, Old Dominion University; Xiaoxiao Hu, Old Dominion University; May Hou, Norfolk State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

developeda basic 6-step AHP-based creativity process, shown in Table 2, to teach design creativity toundergraduate engineering students. Table 2. The Proposed AHP-based Creativity ProcessStep 1. Knowledge CollectionThe mission requirements for the targeted design question will be introduced to the class. The reference materialsof the domain knowledge and technology should be made available to students.Step 2. Concept GenerationStudents are encouraged to discuss as a team and propose possible design concepts to fulfill the missionrequirements. Students are encouraged to record their discussions and make the sketches of the proposed designs.Step 3. Criteria GenerationPossible criteria used to weight and select the best design

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez

Tagged Divisions

Mechanics

Holes, excerpt (AISC, 2011)9. (Q2) Recalculate Anchor Bolt Diameters and Plate Thickness under Alternative Scenario. Students are asked to recalculate the bolt diameters and plate thickness under a new scenario in which the pole is assumed to undergo impact due to a collision with a truck. Using an equivalent static force V = 400 Kip as per AASHTO 201010 that represents an isolated special load of truck collision at the bottom of the post, students were required to design the number and diameter of anchor bolts based on a the equivalent direct lateral shear strength resisted by the bolt cross sections (Figure 2e), and the plate thickness using similar reasoning as above. For this case, Figure 2e. ASTM the maximum number of

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jay Patrick McCormack, Rose-Hulman Institute of Technology; Steven W. Beyerlein, University of Idaho, Moscow; Ashley Ater Kranov, Washington State University; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Liberal Education/Engineering & Society

at the course level for developing engineering professional skills and providing feedback, aswell as at the program level for data collection and accreditation reporting purposes. The EPSAproject is currently in the third year of a four year National Science Foundation sponsoredvalidity study.This paper outlines best practices and provides an assessment tool for crafting timely, relevant,and engaging scenarios. This paper also includes a score sheet that can be used to provide real-time feedback to students immediately following a group discussion. The current version of theanalytic rubric used for rating audio transcripts for program-level assessment purposes isprovided as well. These practices and tools are illustrated in conjunction with

Conference Session

International Division Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University, Media; Sheila Katherine Lascano Farak, Universidad Técnica Federico Santa María ; Jared Roberto Ocampo, Universidad Tecnológica Centroamericana; Roberto Viganò, Politecnico di Milano; Jorge W. Duque-Rivera Duque-Rivera, Escuela Superior Politécnica del Litoral; Carlos A. Rodriguez, EAFIT University

Tagged Divisions

International

for the success of this practice as it has beenobserved by the instructors after nine years having this experience in the classroom. Therefore, itis of major interest to understand the effectiveness of the interaction among the students workingwith international teams during the collaborative design and its impact in the final solution.Consequently, this work presents an assessment instrument that has been developed to evaluatethe interaction among the students participating in a multinational collaborative design based onthe parameters of frequency of communication, and quantity and quality of the informationshared. The aim of this instrument is to determine the value of technical and social interaction inthe flow of the collaboration, and

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

werethree groups dedicated to designing and assembling the different components of the system;water transport, filtration and distribution. The final projects were assembled outside on the finalday of camp. An eclectic group of materials was supplied to build each system. Awards weregiven for best design, cleanest water post-filtration and highest throughput. Figure 2: Schematic for Challenge Activity: Cleaning and Distributing a Polluted Water Source Page 24.861.7 5. Getting Faculty and Alumni Involved During the first 5 years of our NSF grant, each department had a lead faculty member (co-PI)that received some funding off of the grant. This

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Jeffrey Lange, Iron Range Engineering

Tagged Divisions

Design in Engineering Education

are defined andsponsored by local industry. However, the faculty or occasionally students propose designprojects called internal projects. Both internal and industry-defined projects have their pros andcons. For example, industry projects are problems which help students know and buildrelationships with industry. On the other hand, internal projects can be good research projectswhich help students gain extensive technical learning. This paper provides a general comparisonbetween these two types of projects. Additionally, the different perspectives of the students,graduates, and faculty of Iron Range Engineering on these two types of design projects arediscussed. Data were collected by conducting surveys, and the responses from our students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

by instructors to meet their preferredobjectives. Therefore, while they may be prerequisites to second-year courses, first-yearengineering programs are not necessarily integrated into an engineering curriculum. Further,since they are often designed with little consideration for best practices in introductory coursedesign, overall outcomes and content vary widely. This leads to the issue of course developers“reinventing the wheel,” considering successful models are not adequately disseminated. Theproblem is further exacerbated by a lack of definition for first year models. Despite a developerknowing what they want in a course, he or she may not be able to find a course with similaroutcomes with nothing more than "first year engineering" as a

Collection

2014 ASEE Zone 1 Conference

Authors

Teresa Piliouras; Pui Lam Yu; Kristin Villanueva; Holly Robillard; Yingxin Chen; Michael Berson; Jeanne R. Lauer; Garret Sampel; Daniel Lapinski; Maigh Attre

. goals. AITE’s success in graduating college and workforce ready students can be attributed in large part to its adoption of G. Maigh Attre, 11th Grader at AITE High School best practices. It provides a technology-rich immersion “I may live in Connecticut, but I compete on the global experience for its students, and encourages hands-on,stage. One of the commonalities I share with my international experiential learning. Perhaps more importantly, the schoolcompetitors is

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire Yu Yan P.Eng., University of British Columbia; Vladan Prodanovic P.Eng., University of British Columbia, Okanagan; Ray Taheri

Tagged Divisions

Design in Engineering Education

Maple, and anintroduction to shop practices and use of power and hand tools are covered to help studentscomplete these projects. In the final design project, students are given a list of design criteria anda budget. Students work in groups of five or six to generate ideas, which must conform to thedesign criteria and budget. Upon completion of the final project, students submit reports thatinclude engineering drawings, assembly instructions, calculations, project management chartsand tables. A full-day, on-campus design competition is organised for students to present theirdesigns in front of their fellow students and judging panels, which consist of faculty members,engineers from industry, senior and/or graduate students. One example of the

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul D. Mathis, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #9605Deconstructing the Innovator’s DNAMr. Paul David Mathis, Engineering Education Paul Mathis is a PhD student in the school of Engineering Education and a council member for ASEE student chapter at Purdue University. He has a bachelors degree in Physical Science and a Masters in Education Curriculum. His areas of interest are design, innovation, creativity and improving skills of future engineers. pmathis@purdue.edu.Mr. Nicholas D. Fila, Purdue University, West Lafayette Nicholas D. Fila is a Ph.D. student in the School of Engineering Education at Purdue University, West Lafayette. His research interests

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew E. McFarland, University of Virginia; Reid Bailey, University of Virginia

Tagged Divisions

Design in Engineering Education

engineering students collaborate to engage ininterdisciplinary engineering design.Unfortunately, there is a lack of research available into how to best educate students in interdisciplinarydesign around which such a program can be built. Therefore, during the spring semesters of 2012 and2013, a study was conducted at the University of Virginia to assess the impact of the TechnologyLeadership Program. This study only included electrical, computer and systems engineering studentssince mechanical engineering students were just recently added to the Technology Leadership Programthis past academic year. Its aim was to uncover insights into interdisciplinary collaboration andengineering design by developing a strategy to evaluate the interdisciplinary

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Maria Nandadevi Cortes-Rodriguez, University of Maryland, Baltimore County; Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University

Tagged Topics

Faculty Development

with a certificate in Learning Sciences at Virginia Polytechnic Institute and State University. His research interests focus on informal and collaborative learning, professional development, STEM edu- cation, intercultural training, e-portfolios best practices, and training evaluation and measurement. He has had the opportunity to present at regional, national, and international conferences his works and collabo- rations in these areas. In the field of e-learning and development, he has collaborated with organizations such as Johns Hopkins, Special Olympics, and the Graduate School at UMBC. Currently, he is one of the members of the Learning Transformation Research Group at Virginia Tech. In addition, Mr. Nino is a

Conference Session

Interactive Panel on Advocacy Tips: an Initiative to Provide Individuals the Tools to Advocate for Women and Underrepresented Minorities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrienne Robyn Minerick, Michigan Technological University; Roger A. Green, North Dakota State University; Canan Bilen-Green, North Dakota State University; Kristen P. Constant, Iowa State University; Beth M Holloway, Purdue University, West Lafayette; Sandra D. Eksioglu, Mississippi State University; Debra M. Gilbuena, Oregon State University

Tagged Divisions

Women in Engineering

girls pursuing an undergraduate or graduate degree in industrial engineeringDr. Debra M. Gilbuena, Oregon State University Debra Gilbuena is a postdoctoral scholar in the School of Chemical, Biological, and Environmental Engi- neering at Oregon State University. Debra has an M.BA, an M.S, and four years of industrial experience including a position in sensor development. Sensor development is also an area in which she holds a patent. She currently has research focused on student learning in virtual laboratories and the diffusion of educational interventions and practices. Page 24.794.2

Conference Session

Computers in Education General Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering; Ali A. Ansari, Virginia State University; Peter Y Wu

Tagged Divisions

Computers in Education

, industry has not institutionalized V&V best practices and also lackspractitioners who have practical understanding of V&V topics. High quality software is achievedif software verification and validation activities are integrated into all phases of the softwaredevelopment life cycle (SDLC). For the $549.3 billion (revenue) software industry [8] effectivesoftware verification activities will ensure that software development conforms to the desiredspecifications based on all the assumptions made. Validation activities are performed only afterthe software is developed to determine if the software correctly executes customer requirements.2. Research ObjectivesThis project is designed to address V&V related root causes of software failure

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael (Mick) J. Bates, Waynesburg University; Donald Ken Takehara, Taylor University; Hank D. Voss, Taylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

firsthand that colleges and universities have the ability and desire to helpimprove the job prospects of college graduates in Indiana, and we wanted to give them theresources to be even more strategic and ambitious,”12 This applies to even the small liberal artsschools.Over the last eight years at Taylor University, a primarily undergraduate liberal arts university,the Center for Research and Innovation (CR&I) acted as a change agent and showed that smallliberal arts schools can not only do research that impacts the world, but also leveraged thatresearch into value-add solutions. The mission of the CR&I was to amplify the God-given talentsand passions of students and faculty through innovative research, entrepreneurship andpartnerships

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny Ph.D., Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; William Joseph Stuart P.E., Oregon Institute of Technology; Sean Maass; Candace K. Chan, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

understanding of materials concepts. Dr. Chan also teaches an advanced course on electrochemical energy conversion and storage and leads a group of undergraduate, graduate, and postdoctoral researchers focused on the design and characterization of novel materials for batteries and photoelectrochemical applications. c American Society for Engineering Education, 2014 JTF Web-Enabled Faculty and Student Tools for More Effective Teaching and Learning through Two-Way, Frequent Formative FeedbackAbstractJTF (Just-in-Time-Teaching with Interactive Frequent Formative Feedback) is an NSF TUESType 2 project with an overall goal of implementing web-enabled tools and resources thatfacilitate the strategies, practices

Conference Session

Construction Contracts, Law and Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

John David Cioara, Arizona State University; Dean Takeo Kashiwagi, Arizona State University; Sylvia Romero, Arizona State University; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

overall procurement effort and operational excellence), and 2011 Silver Award from NASPO (implementation of best value PIPS at the State of Idaho). He also received a Fulbright Scholar award to share state-of-the-art best value research and practices with the people of Botswana, Africa. Dean’s groundbreaking procure- ment model became a graduate program that was practiced at ASU and instrumental in the investment of $100 million in the institution for outsourcing food services. A powerful force in the Greater Phoenix Metropolitan area and Arizona State University, as well as national and international, he has championed programs to advance the engineering profession, and continues to prepare the next generation of

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the First-year Engineering Program at Northeastern Uni- versity. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, Human-Machine Systems, and Senior Capstone Design. Dr. Jaeger has been the recipient of several honors in engineering education for both teaching and mentoring and has been involved in several award-wining engineering educational research initiatives through ASEE and beyonDr. Richard Whalen, Northeastern University

Conference Session

Multidisciplinary Programs and Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University, Pueblo; Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo; Ananda Mani Paudel, Colorado State University, Pueblo; Hüseyin Sarper, Colorado State University-Pueblo; Ding Yuan, Colorado State University, Pueblo

Tagged Divisions

Multidisciplinary Engineering

combat in war,drilling temperatures using a green lubricant, and wind speed.In the junior level courses, students take more courses in their selected specialty. Exercises andprojects in sustainability reinforce the multidisciplinary nature of engineering. The engineeringeconomics course examines the economics of recycling, a course on production planningdesigned a factory for fuel cells, a team of students did research on the design of a MaterialsRecycling Facility for our city, and a course on simulation has homework involving the design ofa faculty to reduce energy use. These projects and exercises remind students that success inengineering requires the use of many engineering disciplines and the integration of engineeringknowledge with