Conference Session

Systems Engineering Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mario Simoni, Rose-Hulman Institute of Technology; William D. Schindel, ICTT System Sciences; Xiaoyan Mu, Rose-Hulman Institute of Technology; Dan Moore, Rose-Hulman Institute of Technology; Wayne T. Padgett, Rose-Hulman Institute of Technology

Tagged Divisions

Systems Engineering

Page 24.990.2 then formulate a plan for solving those pieces,  is equally applicable and useful to a wide variety of projects,  provides assessment tools that are an integral part of the process,  provides opportunities for students to reflect on the usefulness of the process,  is easily learned by faculty who haven’t previously taught the course and don’t have a lot of design experience,  minimizes the overhead to faculty in terms of working with the teams and assessing their progress,  and minimizes the additional workload on the students.In the past, the course structure depended on the experiences of the faculty supervisors andvaried from project to project. This variability and lack of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Lisa Huettel, Duke University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

both were chosen because they were good collaborators.Figure 2 illustrates the institutional diversity of our participants, using “size of institution” as aproxy measure. There were participants from small- and mid-sized public and privateuniversities, as well as from very large public universities. The majority of our participants camefrom institutions with between 10,000 and 20,000 students, potentially reflecting the distributionof engineering faculty and students more generally. Page 24.1359.3Figure 1. Locations of home institutions for Circuits VCP participants. University Enrollment 7

Conference Session

Systems Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Radu F. Babiceanu, Embry-Riddle Aeronautical University

Tagged Divisions

Systems Engineering

participation inconstructive discussions.3.4 Software and Systems Requirements Engineering Course Assignments. As with all otherengineering course offerings, if the instructor wants to successfully achieve the course learningoutcomes, the course must include more than traditional lectures. The students must be able toinvolve themselves in new experiences, in this case by working on complete requirementsengineering projects. This approach, depicted in Fig. 1, is called in the literature experientiallearning, and includes the students’ experience, their skills to observe and reflect on theexperiences, their abilities to learn from the experience, and their proficiency to try out thelearned facts[12]. A similar pedagogical approach was identified by the

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

student learning outcome.  Senior exit surveys are conducted for the graduating seniors each summer. In the survey, Page 24.69.7 seniors are asked about the engineering ethics instruction as part of the curriculum.Ethics Outcomes Assessment Results and DiscussionThe following results related to engineering ethics education for the years 2012 and 2013 aresummarized and discussed: 1) co-op preparatory course outcomes, 2) co-op semester onlinemodules outcomes, 3) employer assessments of co-op students, and 4) senior exit survey results.The papers written in the co-op preparatory course reflecting on the ethics case studies weresummarized and

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sriram Sundararajan, Iowa State University

Tagged Divisions

Mechanical Engineering

Student Outcome 11 ME 4XX outcomesFigure 3: The relationship between course outcomes (far right), student outcomes (center) and program educational objectives.Mapping course outcomes to student outcomesAccordingly the first task was to engage the faculty in mapping each course outcome to studentoutcomes. The oversight team tasked each CDC to establish a set of course outcomes that reflectthe most important topics to be covered by the class, irrespective of who would teach them.Faculty could then additional course outcomes as necessary to reflect personal

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A. McBride-Pluskwik, Iron Range Engineering, a program of Minnesota State University, Mankato; Puteri S. Megat Hamari, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

integrated ethics instruction as part of their professionalismcompetency that they participate in every week. An ethical scenario is introduced by a facultymentor to the student group for discussion and reflection. This scenario is either a situationwhich they may encounter in their college or young adult lives, or an ethical situation arisingfrom the team’s semester-long project. The faculty believe that this method results in deeperlearning of the implications from decisions that affect real people and real projects.The students debate the moral reasoning of different viewpoints and try to arrive at a conclusionthat is agreed upon by all. However unanimity is not required, and students often draw differentconclusions about the ethical

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Katja N. Spreckelmeyer, Stanford University, Dept. of Psychology; Jacob Hershfield; Max Hershfield, Stanford University; Carolyn McEachern, Stanford University; Martin Steinert, NTNU (Norwegian University of Science and Technology); Larry Leifer, Stanford University, Center for Design Research

Tagged Divisions

Design in Engineering Education

problemand/or may be difficult to implement as part of the current structure.The Efficiency (E) sub-factor reflects an individual’s preferred methods or tactics for managingideas and solving problems. For example, the more adaptive prefer to define problems and theirsolutions carefully, paying closer attention to details while searching methodically for relevantinformation. They also tend to be more organized and meticulous in their operations. In contrast,the more innovative often loosen and/or reframe the definition of a problem before they begin toresolve it, paying less attention to detail and taking a seemingly casual and less careful approachas they search for and carry out their solutions.The Rule/Group Conformity (R/G) sub-factor reflects

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny PhD, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

about the flipped classroom have been observed by other researchersin the statistics setting.3 In our study, some students were interested in having both in-class andabbreviated online lectures as reflected in this student quote “I feel that this is the only one thatwould work in this way. The pencast lectures could be helpful in other classes in addition tonormal lectures.” Also, because the flipped classroom is a new concept, many students may notbe familiar with the format or benefits of this paradigm; however, Mason, et al. showed that overtime students adapted to the format and found the flipped classroom to be effective and Page

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Qunqun Liu, Shanghai Jiao Tong University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

allpotential identifiers were substituted with acronyms to protect the students’ identities. Qualitativedata analysis was performed to extract the themes and trends of our data. A brief description ofqualitative data analysis procedures is described as follows.Prior to data analysis, all qualitative data were read and re-read to make a general sense.Researcher kept reflective notes throughout the reading process. Self-authorship theory was usedas the theoretical framework to guide the data analysis process20. Three first-level codes werepre-defined as Epistemological Dimension, Intrapersonal Dimension and InterpersonalDimension. Within the framing of these three first-level codes, open coding procedure was thenperformed throughout the transcripts to

Conference Session

Global Perspective and Experiential Learning in Civil Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

John E. Greenleaf P.E., Quinnipiac University; Emils Stires Schnore, Independent construction professional; Patrick M. Strenk P.E., Golder Associates, Inc.

Tagged Divisions

Civil Engineering

thestudents are prepared to address the tasks and field issues presented them and ensure the studentssafely construct the project. When considering the reciprocity generated between students andDCPs, it is clear this this relationship is not only beneficial, but also something uniquelyprovided by the DCP alone. Domestic construction professionals can serve as a key ingredient,and this strong DCP-student relationship is the foundation for both a strong student-mentorpartnership and a successful project.Modeling Good Professional Practices:Since the service-learning project often serves as a model for the civil engineering andconstruction industries, it is also important that the project realistically reflect these careereventualities. However what is

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

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

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of North Carolina at Chapel Hill

Tagged Divisions

Educational Research and Methods

their abilityto act on their own. For a graduate student or new faculty member, their role within thedepartment puts some limitations on their ability to change their context. Their individual actionsto reach their goals with contextual bounds in mind, shape their academic identity in importantways. Mathieson22 examines agency of new faculty members in the midst of a curriculum changewithin their department. The change required addressing individual teaching philosophy andresearch engagement. The study explains the different experiences of these faculty members inresponding to the change. Their responses were different, but reflected their individual valuesand identities within the academic context.Institutional strandThe institutional strand

Conference Session

Track 2 - Session 2

Collection

2014 ASEE International Forum

Authors

Dianne J DeTurris, California Polytechnic State University; Jane L. Lehr, California Polytechnic State University; James M Widmann, California Polytechnic State University; Lily Hsu Laiho, California Polytechnic State University; Fred W DePiero, California Polytechnic State University; Zoe Wood Wood; Alana Christine Snelling

Tagged Topics

Curriculum and Lab Development

“freely available for use its unmodified form” (p. 153). 1Second, we explore the significance of these baseline findings for engineering students whochoose to opt-in – or choose not to opt-in – to global engineering programs. Our primary goalhere is to continue the work initiated by Jesiek, Shen and Haller to explore whether the Miville-Guzman Universality-Diversity Scale-Short form is an effective, sufficient, and consistentassessment mechanism. We conclude by reflecting on explanations for the results of theMGUDS-S in our baseline assessment, and implications for future use of the MGUDS-S areexplored. GLOBAL COMPETENCY FOR ENGINEERSIn his book Clash of Civilizations, Samuel Huntington writes, “It is my hypothesis that

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

the early years of their studies as a way tocreate opportunities for them to engage with their fields of study in practical, real-world, globalcontexts. The final activity provides students from all of the previous activities the opportunityto reflect on and learn how to communicate effectively about their global experiences: Page 20.30.3Activity 1: January-August Internship Program in ChileActivity 2: August-December Bilateral Academic ExchangeActivity 3: August Sustainability Project and Study Tour in ChileActivity 4: September-December Innovations in

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Kelly J Cross, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

and Universities (AACU).Preliminary analysis of a subset of the data suggests areas of both alignment and disparitybetween engineering faculty and the VALUE rubrics. In particular, engineering faculty beliefsalign with the rubrics’ emphasis on context and purpose and content development in writtencommunication, but reflect less attention to disciplinary genre conventions and sources. In theteamwork domain, engineering faculty recognize the importance of conflict resolution, but offerfew other criteria included in the VALUE rubric. At the same time, faculty emphasize theimportance of distributing workload and managing the project effectively, an area not well-represented by the rubrics. These findings, once refined through analysis of the full

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Pam Van Dyk, Evaluation Resources

Tagged Divisions

K-12 & Pre-College Engineering

conductedduring the spring of 2013 by the external evaluator. The interviews were conducted by phone andby email. Both methods provided adequate opportunity for participants to provide honest andconfidential feedback on the MISO project with respect to their own participation and interests.Interviews were semi-structured around the Wenger indicators (Table 1). Interviewees wereasked to reflect on the five different stages of development in a “community of practice.” All keystakeholders were contacted, with seven in-depth interviews conducted.B. Additional Data Collection MethodsAdditional data collection methods included document reviews and direct observations ofmeetings and workshops (Table 2). Documents reviewed for this report included meetingagendas

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

” (Figure 4) on two actual design projects. Students were organizedinto multidisciplinary teams of three to four members; the group had a total of thirty-eightstudents (15 male). The “Concepts” section uses quizzes given in nearly every session toascertain whether students have understood the material in their pre-class reading assignments.In addition, we encourage students to write brief reflective journal entries to further solidify andreinforce their own understanding, as well as demonstrate that improved understanding for animproved quiz grade. Universidad de las Américas Puebla’s Chemical, Environmental, and Foodengineering students have in the studied course a great opportunity for a multidisciplinarycollaborative experience

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; Carl Nelson Blue, University of Southern Maine

Tagged Divisions

New Engineering Educators

wiring that connects brain cells. The more ways we find toprocess information the stronger learning (i.e., neural connections between brain cells) becomes.Research is proving that to enhance learning, we should be involving students in lessons by Page 24.975.2providing a non-threatening environment which allows them time to ask questions, seeksolutions, reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The real value of subject matter can be heightened for students through activities thatcombine the classroom

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew T. Siniawski, Loyola Marymount University; Victoria Louise Graf; Shawna Leigh Draxton, WISH Charter

Tagged Divisions

Community Engagement Division

. Experiences can involve course-basedservice learning, as well as both co-curricular and extracurricular service experiences. According Page 24.1119.2to the National Service-Learning Clearinghouse, “service-learning is a teaching and learningstrategy that integrates meaningful community service with instruction and reflection to enrichthe learning experience, teach civic responsibility, and strengthen communities.”1 Althoughservice-learning programs are quite diverse in their approach, there are certain commoncharacteristics among them. According to Eyler and Giles, service-learning experiences: • Have a positive effect on student personal

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

New Engineering Educators

equitable assessment of their team’s performance. Once the PeerEvaluation scores have been compiled, the instructor can determine who has contributed morethan expected, compared to those individuals who have demonstrated marginal (or no)performance on team activities. For those team members who participated equally throughout thesemester, Peer Evaluation scores almost always reflect equal scores for all team participants,therefore – based on the team members’ collective assessments – no grade advantage or gradepenalty is required for any of the team members. By dividing the individual student’s PeerEvaluation assessment by the base score available within the Peer Evaluation tool, a multiplier isidentified. In this case all team members will have a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah Giersch, Broad-based Knowledge; Flora P. McMartin, Broad-based Knowledge, LLC; Elizabeth Nilsen, National Collegiate Inventors & Innovators Alliance (NCIIA); Sheri Sheppard, Stanford University; Phil Weilerstein, National Collegiate Inventors & Innovators Alliance (NCIIA)

Tagged Divisions

Entrepreneurship & Engineering Innovation

promising models and practices that could guide thedesign and implementation of the Pathways program, specifically on the topics of facultydevelopment and change in higher education. Since then, Epicenter staff members haveincorporated the recommendations from the literature review into the design of the Pathwaysprogram, which plans to launch in January 2014.This paper reports findings and recommendations from the literature review, synthesizes therecommendations with design decisions, and provides examples of how the decisions have beenrealized in components of the Pathways program. Finally, the conclusion offers reflections on thedesign process from Epicenter staff members as they balance implementing the (sometimesoverwhelming number of

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Divisions

New Engineering Educators

view of career changeproposes grouping these steps into various phases.5,6 The initial phase involves separation froma previous career and the transition stage involves individual identities in flux as changersexplore and experiment with different career roles. In the final stage, changers reflect on thevalue of the transition for their future career, rejoin society and take on their new career role.There is a substantial body of work on the specifics of transition to an educational career andthese studies found similar dimensions appearing in the decision process.7-9 Although primarilyreflecting a transition to K-12 teaching, these studies often revealed that career changers’motivations were largely intrinsic, although pragmatic decisions

Conference Session

Assessment of Learning in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wayne Lu, University of Portland

Tagged Divisions

Electrical and Computer

category can be graded by the consistency ofcontents throughout the report. The depth of discussion category closely reflects the integrationof knowledge category so that reports showing good elaborations will have higher scores andreports with many hardware or software specification details will have lower scores.Cohesiveness category can be graded based on how well the report contents flow. The spelling& grammar category can be graded based on common writing basics such as a figure captionshould be under the figure and the table caption should be above the table; figure and tablecaptions and their corresponding figures and tables should be on the same page; and paragraphsshould have adequate lengths.The sources category can be graded based

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica M. Scolnic, Tufts University Center for Engineering Education and Outreach; Kathleen Spencer, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

experts, these practices translate to a highly iterative, reflective processinvolving complex problem framing, thorough research, analysis of tradeoffs, and controlledtesting.13, 14 It is widely acknowledged that student engineering does not generally look like thatof professionals, in that students may appear to skip doing research, conduct unsystematic testsor favor immediate building rather than planning in advance.13,14 Recent work, however,suggests that students can engage in age-appropriate engineering practices.10,12,15,16 For example,students have been found to discuss the complexities of a problem scope, effectively plan usingdesign drawings, and engage in legitimate testing setups.12,15,16This paper is motivated by the conjecture that

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew B. A. McCullough, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; DeRome O. Dunn, North Carolina A&T State University; Devdas M. Pai, North Carolina A&T State University; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Biomedical

successfully recruited and advertised forthis camp by posting flyers and links to application forms, on the ERC-RMB website. Inaddition, our university’s Division of Research and Economic Development (DORED) authoreda press release that was published on the institution’s website. The application consisted of a Page 24.1382.2form requesting contact information, standard testing scores, demographic data, and details onscholarly endeavors as well as extracurricular activities. Applicants also submitted a personalhandwritten statement reflecting on their interest in biomedical engineering. The applicationpackages were subjected to an evaluation based on

Conference Session

Aerospace Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Terry Allen Michmerhuizen, College of Aviation, Western Michigan University

Tagged Divisions

Aerospace

sometimescustomers. Although a speech class is a required course in many four year universitycurriculums, the students need many more opportunities to prepare and present technicalinformation. Virtually every technical course provided by the maintenance training schoolshould incorporate at least one such student presentation in the class. Comprehension of the Effects of Human FactorsThis is the most important of the four “C”s and figure 3 reflects that nearly 80% of currentaviation related accidents are caused by Human Error. (4) CAUSAL FACTORS OF AVIATION ACCIDENTS 100% HUMAN 80

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Priya Seshadri, Purdue University; Tahira N. Reid, Purdue University, West Lafayette; Joran W. Booth, Purdue University

Tagged Divisions

Design in Engineering Education

, customer-oriented design methods used in design engineering.These include, but are not limited to, emotional design, user-centered design, human centereddesign, empathic design, and co-design. They consider different aspects of both customer andcontext, and provide valuable information in different ways.2.1 Emotional DesignEmotional design was described by Don Norman13 as including three levels of design: visceral,behavioral, and reflective. These levels are influenced by human cognition and emotion. Thevisceral level assesses preferences as perceived through the senses. They are fast and automatic,often based on “gut level” reactions. Emotional design is usually based on the aesthetics (e.g.,visual, auditory, etc.) of an artifact. The

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Minorities in Engineering

: nitsáhákees - thinking, nahat'á -planning, iiná – living or implementing, and sihasin – reflecting and assuring12.All of the stages should be performed when drawing upon knowledge from each of the fourcardinal directions and should build on one another. This begins with knowledge becoming apart of the person’s thought, then becoming a committed part of the person’s thought schema andactions, then graduating to becoming the way to manage life in a meaningful way, and, finally,the knowledge, skills, and discipline will come together through contentment and be apparent inthe person’s prayers, songs, and teachings. To this day, this four-stage model of knowledgeinternalization is present at the Navajo tribal colleges (Diné College and Navajo

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

dictates theinteraction of students with the material and each other so as to increase their learning.In contrast, active learning has been described as the process by which students engage inactivities which causes them to reflect on their own learning [5]. Students are thereby forced tothink about how their level of participation or contribution to the learning process affords themthe ability to improve their mental and physical learning of the concept in a desired manner. Inthis student-centred approach to instruction, the instructor provides students with the opportunityto engage actively while learning independently from one another through the gathering ofinformation, thinking and problem-solving activities they are expected to complete

Conference Session

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elaine M. Cooney, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

) • Reflection and Self-Assessment (Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work))An engineering technology program might choose to start with using only the “Foundations andSkills for Lifelong Learning VALUE Rubric” and then add additional criteria if moreinformation is needed to identify student challenges. Page 24.136.8Student Outcome i. Professional and Ethical Responsibilities & Respect for DiversityFor the purposes of identifying rubrics for this outcome, it can be