Conference Session

Track 6: Technical Session 9: Creating buy-in from key constituencies for supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

Tagged Topics

CoNECD Paper Sessions, Diversity

was on the board of governors for the Rocky Mountain chapter of ASHRAE. He holds a bachelor’s and master’s degree in architectural engineering and an MBA. He is a licensed professional engineer and a LEED-accredited professional in building design and construction.Rachel Levitt, Kansas State University ©American Society for Engineering Education, 2024 Creating buy-in from key constituencies for supportingLGBTQIA+ engineering students Dr. Amy Betz (she/her)1 Craig Wanklyn, PE, MBA (he/him)1 Dr. Rachel Levitt (they/them)2 Mariya Vaughn (she/they)31-Col l ege of Engineering, 2-Social Transformation Studies, 3

Conference Session

Track 4: Technical Session 9: DeMagnetizing Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Delano White, The Gaskins Foundation; Whitney Gaskins, University of Cincinnati

Tagged Topics

CoNECD Paper Sessions, Diversity

Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

Tagged Topics

CoNECD Paper Sessions, Diversity

sections of the course were sent to faculty at Colorado School of Mines and STEMlibrarians across the United States and Canada for review. We sought feedback on organization,breadth of coverage, and content depth that can be incorporated in the ongoing development ofthe course. This paper describes the development of RIS, initial feedback received, and lessonslearned in the design process that could inform similar projects at other institutions.IntroductionFaculty and scholars, especially in the United States and United Kingdom, are encouraged todiversify their teaching materials, consider more inclusive approaches to content, and incorporateculturally-responsive examples into their courses [1]–[4]. However, little guidance exists on howto go

Conference Session

Track 8: Technical Session 5: Disrupting Computing Department Cultures, One Cohort at a Time

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

, andsexuality in American culture and law. 14 Participation Cohorts 1 & 2 completed Cohorts 3 & 4 110 faculty 125 in progress 33 staff 17 graduate students 64 institutions/organizations (5 HSI, 1 AANAPISI, 51 PWI, 7 K-12) 3 countriesWe launched our first cohort in the 2020-21 academicyear. Since then, 110 faculty, 17 graduate students, and 33staff from 64 institutions and organizations. We’ve had amajority of PWIs, but also some Hispanic Serving andAsian American and NativeAmerican Pacific IslanderInstitutions across three countries

Conference Session

Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Kelly Bohrer, University of Dayton; Kellie Schneider, University of Dayton; Marjorie Langston Langston; Elizabeth Generas

Tagged Topics

CoNECD Paper Sessions, Diversity

that exist in K-16 education: (1) the underrepresentation of Blacks and Hispanicsreceiving science and engineering bachelor’s degrees, and (2) disparities in K-12 STEMeducation and student achievement among different demographic and socioeconomic groups andgeographic regions (National Science Foundation, 2022).The challenge of increasing the number of students interested in pursuing STEM, particularlystudents from excluded identities, is complex and multifaceted, and includes both externalfactors such as access to experiences and educational opportunities, and intrinsic psychologicalfactors such as identity, self-efficacy, sense of belonging and value perception (Allen, 2022;Anderson & Ward, 2014; Collins, 2018; Kricorian, Seu, Lopez

Conference Session

Track 3: Technical Session 3: Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including University of Maryland Eastern Shore, Bowie State University, and University of Maryland College Park to Make It Happen

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rosemary Parker, University of Maryland, College Park; JACQUELINE SMITH, Bowie State University; Isabel K Lloyd, Materials Science and Engineering Dept., University of Maryland, College Park, MD; Jennifer Johnson, Temple University ; Yuanwei Jin, University of Maryland Eastern Shore

Tagged Topics

CoNECD Paper Sessions, Diversity

Shore. ©American Society for Engineering Education, 2024 Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including two public HBCUs and a public Research 1 University to Make It HappenAbstractTwo public HBCUs and a public Research 1 University established a coalition to developpathways to STEM M.S. and Ph.D. programs among Black, Latinx, and Native Americanstudents. Through a mixed-methods research project, the team: (1) identified Faculty Championsto support and advocate for the students; (2) developed a Memorandum of Understanding forSTEM programs between the institutions to facilitate sustained effort by our coalition; and (3)identified Pilot

Collection

2024 ASEE-GSW

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Roy Jean Issa P.E., West Texas A&M University

Tagged Topics

Diversity

. Since joining the department, he has been in charge of the enhancement ©American Society for Engineering Education, 2024 1 Undergraduate Research at a Regional Primarily Undergraduate Institution Kenneth R. Leitch and Roy Issa College of Engineering West Texas A&M University AbstractWest Texas A&M University (WTAMU) is a Primarily Undergraduate Institution (PUI) located inthe Panhandle region of Texas. Engineering programs in mechanical (2003), civil (2010),environmental (2012), and electrical (2016

Collection

2024 ASEE-GSW

Authors

Lance Leon Allen White, Texas A&M University; Trini Balart, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University

Electrical and Computer Engi- neering, having joined the faculty at Texas A&M University in 1983 as an Assistant Professor. She is also serving as the C0-Director of the Institute ©American Society for Engineering Education, 2024 1 Session XX Understanding Faculty and Student perceptions of ChatGPT AbstractThroughout one year Generative Artificial Intelligence (GAI) has touched and changed the fabric ofour world exceptionally fast and on a scale we have never seen before. Engineering educators havebeen quick to

Collection

2024 ASEE-GSW

Authors

Matthew Kuester, University of Mary Hardin-Baylor; Paul R Griesemer, University of Mary Hardin-Baylor

Tagged Topics

Diversity

engineering pedagogy as well as topics in the fields of optimal control and artificial intel ©American Society for Engineering Education, 2024 1 Session XXXX Using Projects to Improve Student Engagement and Retention in a First-Year Engineering Course Matthew S. Kuester and Paul R. Griesemer Computer Science, Engineering, and Physics Department University of Mary Hardin-Baylor AbstractThe first-year engineering course at the

Collection

2024 ASEE-GSW

Authors

Randall D. Manteufel, The University of Texas at San Antonio; R. Lyle Hood, The University of Texas at San Antonio; Alifer D. Crom, The University of Texas at San Antonio; Amir Karimi, The University of Texas at San Antonio

- resentative, and served as the Chair of ASEE Zone III (2005-07). He chaired the ASEE-GSW section during the 1996-97 academic year. ©American Society for Engineering Education, 2024 1 Uses and Misuses of AI-Assisted Writing in Engineering Reports Randall D. Manteufel, R. Lyle Hood, Alifer D. Crom, Amir Karimi Mechanical Engineering Department University of Texas at San Antonio AbstractArtificial Intelligence (AI) is becoming more widely used by engineering students especially withwriting reports. This paper focuses on the use of AI writing

Collection

2024 ASEE-GSW

Authors

Saman Aria, West Texas A&M University; Sanjoy Bhattacharia, West Texas A&M University; Swastika S. Bithi, West Texas A&M University

Paper ID #44776Utilizing Fundamental Concepts of Engineering Design and Theory to TeachThermo-fluid ApplicationsSaman Aria, West Texas A&M UniversitySanjoy Bhattacharia, West Texas A&M University Assistant Professor of Mechanical Engineering, College of Engineering, West Texas A&M University, Canyon, TX-79016Dr. Swastika S. Bithi, West Texas A&M University Assistant Professor of Engineering College of Engineering West Texas A&M University ©American Society for Engineering Education, 2024 1 Utilizing Fundamental Concepts of Engineering Design

Collection

2024 ASEE-GSW

Authors

Mia K. Markey, The University of Texas at Austin; Huiliang Wang, University of Texas at Austin; Ju-Chun Hsieh, University of Texas at Austin; Xiangping Liu, University of Texas at Austin

Paper ID #44708iBMEntored Buddy Program for First-Year International BME DoctoralStudentsProf. Mia K. Markey, The University of Texas at Austin Dr. Mia K. Markey is a Professor of Biomedical Engineering and Cullen Trust for Higher Education En- dowed Professorship in Engineering #1 at The University of Texas at Austin as well as Adjunct Professor of Imaging Physics at The University of Texas MD AndHuiliang Wang, University of Texas at Austin Huiliang (Evan) Wang is an Assistant professor at the Biomedical Engineering department at the Univer- sity of Texas at Austin (UT Austin). His research is on neuro-engineering

Collection

2024 ASEE-GSW

Authors

Huiliang Wang, University of Texas at Austin; Mia K. Markey, The University of Texas at Austin; Edward Castillo, University of Texas at Austin

Tagged Topics

Diversity

of Biomedical Engineering and Cullen Trust for Higher Education En- dowed Professorship in Engineering #1 at The University of Texas at Austin as well as Adjunct Professor of Imaging Physics at The University of Texas MD AndEdward Castillo, University of Texas at Austin ©American Society for Engineering Education, 2024 1 Session XXXXWelcome to the Evan & Eddie Show!: Conversations about career journeys Huiliang Wang, Mia K. Markey, Edward Castillo Biomedical Engineering Department The

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

research study examined the following research questions about Blackengineering students at a specific predominantly White university in the United States: “(1) Whatare the retention rates in the Engineering College for Black students, and how are they changingover time?; (2) How do interventions and programs figure in their navigating the university andtheir major?; (3) What aspects of student experience are related to students’ decisions to stay orleave?”[1]. The other authors of this paper (Auguste and Hampton) were members of the five-person research team for that study. All members of the research team conducted semi-structuredinterviews with the 24 current or formerly-enrolled Black engineering student participants

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Deirdre Donovan Dr., Wentworth Institute of Technology; Durga Suresh-Menon, Wentworth Institute of Technology

Tagged Topics

Diversity

calculus Traditional Original No lecture Foundational placement pedagogy Math Courses process Traditional classrooms12/15/2023 3 • Research: success in undergraduate mathematics • Math = Key indicator for success in STEM majors & programs [1]. • Influences persistence and completion of engineering degrees more than other courses[2]. • Our data mirrors these trends • 79.8% of first year students are successful in mathematics. • Negatively impacts retention and persistence

Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic

Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

Tagged Topics

CoNECD Paper Sessions, Diversity

water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1

Conference Session

Track 7: Technical Session 5: TechArts & Crafts: Supporting STEM Capital Development for Marginalized Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Shaundra Bryant Daily, Duke University; Sandra Roach, Duke University; Alia Carter, Duke University; Raeven King; Mark Nabeta

Tagged Topics

CoNECD Paper Sessions, Diversity

thriving incomputing careers. 1 Positionality- Before diving into our presentation today, each of us will give a brief positionality statement to situate our perspectives in this work.- Hello, my name is Alia Carter. My pronouns are she/her. I am an able-bodied, cisgender Black woman living in the United States. I am a research scientist in the electrical and computer engineering department at Duke University. I have worked in informal and formal STEM education for the past 15 years including serving as the director of science engagement at a science center and teaching math and 2

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

Tagged Topics

CoNECD Paper Sessions, Diversity

) • “My parents/relatives/friends see me as a physics person; my teacher sees me as a physics person.” (Godwin et al., 2013) • “Do the following people see you as a mathematics person?:” Parents/relatives/friends/mathematics teacher. (Cribbs et al., 2015) • “Do the following see you as an engineering person: (1) yourself and (2) the engineering instructor” (Prybutok et al., 2016) • “My parents see me as an engineer. My instructors see me as an engineer. My peers see me as an engineer. I have had experiences in which I was recognized as an engineer.” (Godwin, 2016) • “I see myself as an engineer.” “My advisor sees me as an engineer.” “I have

Conference Session

Track 4: Technical Session 4: The Pink Paradox: Tensions in How STEM Toys are Marketed Toward Girls

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Theresa Green, Purdue University; Artre Reginald Turner, Purdue University at West Lafayette; Ruth Wertz P.E., Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Sessions, Diversity

developspatial skills and interest in engineering through play, which may ultimately encourage them topursue engineering pathways in the future.IntroductionThere are many research reports and studies that highlight the gender gap between men andwomen in engineering fields [1]. In 2018, 22.2% of bachelor’s degrees in engineering wereearned by women [2]. Additionally, in 2019, among those with science and engineering (S&E)degrees, 15.98% of women worked in S&E occupations (compared to 35.38% of men) [2]. Thegap between the number of women and men earning engineering degrees as well as the numberof women pursuing science and engineering careers suggests the need to improve and supportwomen’s participation in engineering fields.One factor that may

Conference Session

Track 8: Technical Session 8: The Role of an Artificial Intelligence Certificate in the Computing Identity Formation of Hispanic-Serving Community College Students who Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Tech; Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

to utilize computing tools or technical skills,like programmingPerformance - a student’s ability to utilize knowledge to complete a taskRecognition - ways a student acknowledges themselves as the type of personthat does computing and/or how others see the student as a computing person 16 Activity 1Now, we will transition to our first activity of the presentation. 17 Activity 1: Mentimeter Directions for Activity: 1. Visit Menti.com on your laptop/tablet/phone 2. Type in code 6594 5841 3. Submit your answer to the

Conference Session

Track 2: Technical Session 3: The Good, the Bad & the Ugly: a Practitioner's Look "Under the Hood" of Implemented Program Recommendations Four Years After a Needs Assessmentor supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

Tagged Topics

CoNECD Paper Sessions, Diversity

studentattendance at events (less ghosting) from those who had signed up for them. 9The five program recommendations from the Needs Assessment process were:1. To create a student leadership board for current student programming.2. Create a physical lounge space for WE@RIT (& ECCO);3. Pilot a peer mentoring program for older and newer students;4. Collaborate with ECCO and other diverse constituencies in KGCOE for some programming;5. Engage a wider range of corporations in programming. 10The Leadership Board was implemented in the Fall of 2021 and has continued everysemester since. Their scope

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

CoNECD Paper Sessions, Diversity

education research over engineeringeducation practice. Other journals launched (e.g. Advances in Engineering Education) todisseminate engineering education practice. Ultimately, though, we have learned that research topractice translation is important and so is practice to research translation. Figure 1 grounds thismotivation to recognize that back-and-forth translation between educational practice toeducational research is essential to transformative education and learning. Figure 1: Visual of research to practice translation to support transformative engineering education. (Karlin et al. 2016)In this paper, we highlight the journey of launching a brand-new engineering program with afounding chair who is both an

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

include STEM transfer students. Wang’s (2021) workprovides valuable insights into these distinct obstacles with the broader context of the transferexperience reviewed above. While also highlighting the gap that exists between the aspirationsand realized goals of students aspiring to transfer, it is particularly pronounced in the STEMdisciplines.Wang (2021) identifies four critical challenges that impede the progress of STEM transferstudents: 1) financial barriers, 2) issues related to degree programming and course offerings, 3)challenges within the teaching and learning environment, and 4) deficiencies in academicadvising. Notably, financial constraints are found to persistently hinder transfer students,particularly those pursuing STEM degrees

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

Tagged Topics

CoNECD Paper Sessions, Diversity

, structural, and pedagogical changes needed to transform their institution’s College of Engineering...” 4 This project was created in response to an updated NSF BPE solicitation, specifically a Track 4, phase 1 grant with the aim of creating a Center for Equity in Engineering.Phase I projects are focused on establishing the infrastructure necessary to“stand up” the CEE within their College of EngineeringNational Academies of Sciences, Engineering, and Medicine. 2018.★ Expected to have a duration of at least 24 monthsGraduate STEM Education for the 21st Century. Washington, DC: The★ Proposed budget not to exceed $1.2M.National★ RequireAcademies Press

Collection

2024 South East Section Meeting

Authors

Andy Pardue, Tennessee Technological University; Sally J. Pardue, Tennessee Technological University

. The students start to presenttheir updates using the project summary sheet (Figure 1) from the middle of the first semester tothe end of the course. These summary sheets give a high-level view of the project's evolutionand provide students feedback on their projected completion versus actual completion. Thecohort format allows the teams to learn from one another and see how other teams progress.Figure 1. Project Summary SheetTeam FormationThe project teams are formed using CATME Team-maker[1] to be random with weighting forsimilar weekly course schedules and no isolation of female students. This process allows theteams to be quickly formed after the students complete the information surveys. Once the teamsare formed, the first task is to

Collection

2024 South East Section Meeting

Authors

Tim Ransom, Clemson University; Randi Sims, Clemson University; Jessica Allison Manning, Clemson University

Tagged Topics

Diversity

Students; Case Study; Learning Communities; Professional DevelopmentI. IntroductionGraduate student well-being is a concern for universities and colleges globally. The growing crisis of depression, low self-esteem, and fatigue amongst graduate students is ubiquitous across disciplines and degree programs [1]. Reasons for thesemental health issues are rooted in financial pressures [2], adviser expectations [2] and relationships [3], work-life balance [4],unstated expectations (hidden curriculum) [5], and, for many students, institutional or departmental discrimination [4], [6].However, academic institutions and/or individual departments can promote student well-being by facilitating social support anda healthy departmental climate [6].Community

Collection

2024 South East Section Meeting

Authors

Tyler Kinner, Georgia Tech Research Institute; Sean Wilson, Georgia Institute of Technology; Avaye Raj Dawadi

Tagged Topics

Diversity

robotics hardware, we sought tobridge the Robotarium with K12 computer science education. In this paper, we will describe thedevelopment of a block coding interface, and the piloting of the interface in high schoolclassrooms using a remotely facilitated instructional module.Introduction:Computation is of growing importance in K12 education as technology and technologyintegration advance throughout our lives, and the consequent workforce development needsbecome more evident [1]. In K12, computer science education may begin as early as elementaryschool and continue into middle and high school, and incorporates experiences in robotics,physical computing, web design, game design, and software development [2]. Although accesshas increased over the

Collection

2024 South East Section Meeting

Authors

Arash Afshar; Dorina Marta Mihut; Michael Ryan Sweeney

scienceand simulation technology.IntroductionDeveloping machine learning projects for engineering education is of paramount importance inpreparing the next generation of engineers for the challenges of the modern world. These projectsoffer students a unique opportunity to bridge the gap between theoretical knowledge and practicalapplication, a vital component of their future careers. Machine learning, with its ability to makesense of complex data and make predictions, has become integral in engineering fields. It equipsstudents with the skills needed to address real-world engineering challenges, enhancing theirproblem-solving abilities and fostering creativity [1, 2].Poisson's ratio is a dimensionless parameter that characterizes how a material

Collection

2024 South East Section Meeting

Authors

David S Greenburg, The Citadel; Eva Theresa Singleton, The Citadel Military College; James Righter, The Citadel

problems. This new course emphasizes Excel software rather than handcalculations and introduces use of Excel Solver and other data analysis tools.KeywordsQuantitative Methods, Linear Programming, Optimization.IntroductionExpectations for graduates entering the engineering profession are changing and intensifying tomeet the complex needs of society. Global issues, technological innovation, blending ofdiscipline boundaries, and increased professional complexities are transforming how engineersanalyze problems and provide effective solutions. Societal demands require engineeringgraduates possess strong technical knowledge and the ability to think creatively and critically,effectively communicate, and work in teams to solve challenging problems [1