Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Eileen Haase PhD, The Johns Hopkins University; Gyeongtae Sun Moon, The Johns Hopkins University; Meera R Bhat, The Johns Hopkins University

Paper ID #44856Online Modules to Develop Upper-classmen Mentors for an IntroductoryBiomedical Engineering CourseDr. Eileen Haase PhD, The Johns Hopkins University BS ESM Virginia Polytechnic Institute & State University MS EE Johns Hopkins University PhD Biomed- ical Engineering, Johns Hopkins UniversityMr. Gyeongtae Sun Moon, The Johns Hopkins University Sun Moon is a third-year Biomedical Engineering student at Johns Hopkins University. He is involved in various teaching activities, such as serving as a teaching assistant in many BME and undergraduate courses, leading a peer group-problem solving session, and

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Erica Cusi Wortham, GW Engineering; Zoe Szajnfarber; Robert Pless, The George Washington University; Ryan Watkins, The George Washington University

Incubator,and shares some of the lessons learned.IntroductionThe complexity of the ethical, social, and technical challenges associated with developmenttrustworthy AI underscores the paramount importance of fostering diverse scholarship andinterdisciplinary collaboration. It is through the melding of varied perspectives, expertise, andmethodologies that we can create and manage AI systems that meet the diverse requirements fora system to be considered trustworthy [1]. These systems must embody ethical integrity andsocial responsibility, ensuring they adhere to the highest standards of fairness and accountability.Interdisciplinary collaboration, therefore, becomes not just beneficial but essential in the trainingof graduate students, enabling a

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Royce A Francis, The George Washington University; James P Ferguson, The George Washington University

analysis.The students in the course work in small teams—1-4 students in each team depending on enrollment—and the culminating assignment in the course is completion of a semester-long writing projectdocumenting the team’s exploration of the infrastructure system problem and analysis they haveformulated. The writing project is, generally, the technical report genre, although occasionally studentshave written white papers or proposals. The topic of the analysis is not specified in advance, but is left tothe discretion of the student teams; however, the topic be directed towards fulfillment of a criticalinfrastructure need. Finally, the students are provided with a very limited set of requirements. Whilestudents are not required to use specific

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Charlotte Gottilla, University of Delaware

Tagged Topics

Diversity

organization (NGO), Villages in Partnership (VIP), with technical supportprovided by a group of four hydrogeologist professional mentors. Students run implementationtrips in Malawi every other year, with trips during non-implementation years focused onmonitoring previously drilled wells and assessing potential sites for future wells. A team ofroughly six students and one professional mentor travels to Malawi for two to three weeks eachAugust. Project work is coordinated during the academic year through weekly general body,executive board, and PM meetings along with as-needed conferences with VIP and theprofessional mentor team. Weekly student meetings continue through the summer and during theuniversity’s five-week winter session. As EWB-UD’s longest

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Pooja Thakkar Singh, American Society of Mechanical Engineers; Debra Ann Pothier, Autodesk, Inc.; Anand Sethupathy, American Society of Mechanical Engineers; Geraldine Gooding, American Society of Mechanical Engineers; David Soukup P.E., American Society of Mechanical Engineers; Jarrett Reich, American Society of Mechanical Engineers; Morgan Lamarre, American Society of Mechanical Engineers; James Stewart Warrick

Tagged Topics

Diversity

gathered responses from a survey distributed to representatives from bothacademic and industry sectors. Based on the analysis, the following statistics illustrate thespecific skills required to address the skills gap. Figure 1: Future Mechanical Engineer Skills Needed [3],[9]Figure 2: Future Manufacturing Engineer Skills Needed [3],[10] Figure 3: Future CNC Machinist Skills Needed [3],[11]The top hard skills needed for all three positions are design for manufacturing (DfM) and AI/ML.The soft skills that are needed are problem solving, collaboration, and communication. And theinterdisciplinary skills needed for each role are:Mechanical Engineers • AI/ML • Design for manufacturing • Generative design for manufacturing

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Fay Berig, Pennsylvania State University, Berks; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Abdullah Konak, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity

creativity flourish, especially in engineeringprograms. ICPs allow for cultivating critical thinking, creativity, and networking across alldisciplines [1]. Participation enables students to foster innovative ideas and apply them to real-world scenarios [1]. Students can develop leadership qualities by navigating a technical andinnovative ecosystem, like an ICP, that provides practice opportunities [2]. The success of ICPsrelies on the effective implementation of best practices by their organizers and coordinators. Anorganizer must keep the best interests of their participants in mind when planning, running, andexecuting these competitions and programs [3]. Organizers play a pivotal role in shaping theeducational landscape for ICP participants by

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Rowena Kay Mascarenhas, TiE Boston; Adam B. Carter, TiE Boston

success in STEM fields. These include team work, problem-solving, confidence, collaboration, and technical skills such as financial literacy,communication, and leadership. Engineering projects require funding and budgetmanagement skills, and learning financial literacy, budgeting, fund raising, and investing,provide essential skills for project management. Entrepreneurship education empowers highschool students to take initiative, pursue their ideas, and become leaders in their chosenfields. This mindset is particularly valuable in engineering and STEM professions, whereindividuals often need to take charge of projects, lead teams, and drive innovation.In conclusion, the paper demonstrates that with the TYE supported entrepreneurial educationand

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Stephanie L. Walkup PE, Villanova University; Shawn P. Gross, Villanova University; Jeffrey Joseph Cook, Villanova University

facilitate understanding of moment of inertia, stress-strainrelationships, flexural behavior, electronic sensors, and coding. Teaching methodologiesimplemented in the course include inquiry-based learning, flipped classroom, hands-on activities,laboratory experiments, and brainstorming in group design sessions. The course supports thefollowing seven ABET program Outcomes with italicized objectives assessed with an end ofsemester survey. 1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. 2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as