Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Silas E. Burris, Howard University; Kalynda Chivon Smith, Howard University; Leonard Bernard Bliss; Inez N. Moore, Howard University; Fabiana Bornmann

Tagged Divisions

Minorities in Engineering

, Howard University Silas E. Burris is third year Developmental/Experimental Psychology doctoral student at Howard Univer- sity. His research interests include the development of cognitive and comprehension processes in children from underrepresented populations, narrative comprehension processing, narrative media types, and the external validity of psychological research.Dr. Kalynda Chivon Smith, Howard University Howard University in Washington, D.C., and her B.A. in Psychology and English from Truman State University in Kirksville, MO. Dr. Smith has managed a three year longitudinal NSF-funded research project across four campuses, which has included collecting, analyzing/interpreting and reporting data through

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

. Page 24.500.2Introduction and Research QuestionThe preliminary research described in this paper explored the impact a course on engineeringeducation may have on participants and the subsequent impact that participants may have onstudents in the K-12 classroom. Participants in the course explored engineering design,engineering practices, NGSS and the application of these to the K-12 classroom. This paperhighlights preliminary results on teachers and their K-12 students through teacher reflections,student work, and class observations focused on the following questions: What key ideas fromthe engineering education capstone course (engineering design, engineering practices, etc.) areused in a teacher created unit for the K-12 classrooms? What do

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Rae Volpatti, University of Pittsburgh; Cheryl A. Bodnar, University of Pittsburgh; Lauren M. Byland, University of Pittsburgh

Tagged Divisions

Women in Engineering

.) as well as integration of innovation and entrepreneurship into the Chemical and Petroleum Engineering as well as broader engineering curriculum. In addition, she is actively engaged in the development of a vari- ety of informal science education approaches with the goal of exciting and teaching K-12 students about regenerative medicine and its potential. Most recently, she has started to engage in the development of programs aimed at retaining women within Chemical Engineering including mentor lunches with visiting female seminar speakers, a leadership book club and sexual harassment workshops.Mrs. Lauren M. Byland, University of Pittsburgh Lauren Byland, M.Ed., Associate Director & Coordinator of Student

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

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elaine M. Cooney, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

FormatVALUE Project BackgroundThe Association of American Colleges and Universities started the VALUE (Valid Assessmentof Learning in Undergraduate Education) project in 20072. This program was created in order tobetter show educational benefits, quality of learning, and retention and graduation rates. Sincethere are no standardized tests for the Essential Learning Outcomes (ELOs), there was a need todevelop a way to document and assess student learning in undergraduate education.The VALUE project was driven by an advisory board made up of 12 people, national andinternational leaders. The main goal was to generate a way to evaluate student learning that wasbased on the work students produced through the curriculum across a set of Essential

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington; Candice L. Staples, University of Maryland; Paige E. Smith, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Women in Engineering

degree.There are myriad reasons why women leave engineering such as lack of role models, confidenceissues, and the “chilly climate.”5 In order to counteract these obstacles and improve retention,institutions should provide opportunities for students to frequently interact with other students,staff, and faculty.6 One way to create the desired environment is through building living andlearning communities. The purpose of living and learning communities is to create a smaller Page 24.872.2community within a larger one so that an overwhelmingly large campus becomes morecomfortable.7 As students live and study together in a LLC, they are more likely to

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

easily identify it as flawed and unpublishable.” After a majorsifting through potential publications, he settled on 304 journals, 167 from DOAJ, 121 fromBeall, and 16 that were cross-listed.36The results? Of the original 304 papers, 167 were accepted, 98 were rejected, and the remainderwere either still “under review” or had been sent to “derelict” websites. The number ofacceptances astonished the author: “I was expecting 10 to 15 percent, or worst case, a quarteraccepted. . . . Peer review is in a worse state than anyone guessed.”38 Even more disconcerting isthe fact that fully 60% of the acceptances “occurred with no sign of peer review.”36 Dear Alimo Atoa, We fully respect your choice and withdraw your artilce. If you are ready to publish

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Beth Stutzmann, RLC- Research Learning Community, Southern Polytechnic State University; Margaret Loraine Lowder, Southern Polytechnic State University; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern Polytechnic State University; Craig A. Chin, Southern Polytechnic State University

Tagged Divisions

Engineering Ethics

academic misconduct conducted by students in classes inhigher education across disciplines. This research is a result of the combined efforts of facultymembers representing the disciplines of humanities, arts, social sciences, business, languages,music, and various engineering fields. The goal is to bring to light the various methods andstrategies that students use to cheat during exams, quizzes, term papers, etc. As a collaborativeeffort, the authors also investigate techniques faculty can use to prevent academic misconduct inboth face-to-face and virtual classrooms.Student viewpoints are also presented as part of this study and are collected through ananonymous survey. Students get a chance to reveal what motivates them to cheat in exams,quizzes

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shashank Shekhar, Vanderbilt University; Faruk Caglar, Vanderbilt University; Anton Dukeman, Vanderbilt University; Liyan Hou; Aniruddha Gokhale, Vanderbilt University; John S. Kinnebrew, Vanderbilt University; Gautam Biswas, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

1992; and PhD (Computer Science) from Washington Uni- versity in St. Louis, St. Louis, MO in 1998. Prior to his current position at Vanderbilt University, he was a Member of Technical Staff at Lucent Bell Labs. He is a Senior Member of both the IEEE and ACM.His research interests are in solving distributed systems challenges for real-time and embedded sys- tems through effective software engineering principles and algorithm development. He is applying these expertise to develop an effective, cloud-based and ubiquitous infrastructure for scalable, collaborative STEM education.Dr. John S Kinnebrew, Vanderbilt UniversityProf. Gautam Biswas, Vanderbilt Universityhttp://www.asee.org/public/person sessions/logout Gautam

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Katherine Sofía Palacio, Fundacion Universidad del Norte; Sarah Spencer-Workman, Colorado State University-Pueblo; Yaneth Correa-Martinez, Colorado State University-Pueblo

Tagged Divisions

First-Year Programs

state, including potential barriers andenablers, present in the first year students’ context. Given the baseline identified through aninitial effort of curricula redesign, Faculty needs to engage in a reinforcing process where one orseveral of these three components are sequentially and/or concurrently impacted.In general, individuals, and first year students in particular, function in very distinctive contexts.They achieve a level of awareness regarding a concept based on a continuous exchange ofinformation within their contexts. Moreover, they perceive a concept through the happening (ornot happening) of contextual events and they acquire knowledge either by choice or by need.The challenge of curricula redesign relies upon the infusion of

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

are key concepts ofservice-learning”.3 Service-learning in engineering has also been shown to meet AccreditationBoard for Engineering and Technology (ABET) objectives.4 Particular student outcomes such as(c), (d), (f), (g), (h), (i), (j) and (k) can be mapped to results and tasks in engineering service-learning projects (Table 1).Table 1. ABET Student Outcomes.5(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Leo H. McWilliams, University of Notre Dame; Catherine F. Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

level ofpersonal and social development may exist because engineering students believe that the narrowfocus of engineering education on technical content has limited their opportunities for broaderpersonal development4. Other studies have provided evidence to support this contention.Smith and associates agreed that all engineering students throughout their undergraduateeducation require professional skill development in terms of talking through and listening toideas with peers, knowing how to build trust in a working relationship, and leadership of groupefforts5. Felder and Brent studied differences in terms of learning style, approaches to learning,and intellectual development throughout the entire college experience beyond academics

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

] tofulfill their obligations as students in an academic community and as responsible global and localcitizens.”3 They conducted a study and found that about half of the students entering collegestrongly agreed that they were “aware of the importance of contributing to the greater good.”Based on these aspirations, one of the messages that engineering is using to attract young adultsis a focus on the benefit that engineering can have on society and the world.4 But to what extentdo students view this as more than just a possibility, but as a responsibility for engineers to servesociety? Should engineers feel a responsibility to serve society through their profession? Is oneof the roles of college to instill this sense of social obligation in students

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Design in Engineering Education

imposed on the students is that they would devotethemselves completely to K-WIDE for the entire 10 days. What emerged was a visceral experiencethat students still speak about as “one of the most important experiences they had” in college.Given the pilot of K-WIDE in 2012, the authors have had time to deconstruct and better articulatethe goals and objectives of the program. The emergent goal of K-WIDE in 2012 was for studentsto grow in a number of mindsets and attitudes that would enable them to gain the most from theremainder of their time in college and beyond. In tackling a “Wicked Problem”, one that is somultidimensional that the solution cannot come from one domain of practice, students began toexplore how they might interact with the world

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

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9133LiftOff to Best Practices in K-12 Engineering Curriculum DesignMs. Margaret Baguio, University of Texas at Austin Margaret Baguio is the Sr. Education and Outreach Coordinator for NASA’s Texas Space Grant Con- sortium in Austin, Texas. She has worked for over thirty years in youth development and education. During that time, Margaret has worked in public schools, for the Texas Cooperative Extension Service 4-H & Youth Development Program, managed a USDA Science and Literacy project for at-risk youth, and promoted space education to students, teachers and the general public through the Texas Space Grant

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mindy Hart, EPICS; Laura Bottomley, North Carolina State University; J. Jill Rogers, University of Arizona; Merredith D. Portsmore, Tufts University; Jeffrey B. Goldberg, College of Engineering, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

materials robust enough for children, developing activities to fit a particularly interesting theme, and dealing with personnel issues that go beyond simple miscommunications. In each case, the Director makes a call to resolve the issue. For one particularly difficult personnel issue, The Director facilitated a meeting between all parties, and one person was let go. Assessment The students who have participated in the summer camps and after school program have improved their school performance, but have also expanded their ideas about the kinds of careers open to them. The first students to have come through the Rocky Mount camps start at the NC State College of Engineering next fall. Individual

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

Paper ID #8903MISO (Maximizing the Impact of STEM Outreach Through Data-DrivenDecision-Making): Building and Evaluating a Community of PracticeMs. Tracey Louise Collins, North Carolina State University Tracey Collins is the Project Coordinator for the Maximizing the Impact of STEM Outreach through Data-Driven Decision-Making (MISO) Project, at North Carolina State University. Her responsibilities include implementing activities of the project, coordinating efforts among K-12 science, technology, en- gineering, and mathematics (STEM) outreach programs, and working closely with university enrollment management and data

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tess Anne Hegedus, The University of North Carolina, Greensboro; Heidi B. Carlone, The University of North Carolina, Greensboro; Aundrea D. Carter, University of North Carolina, Greensboro

Tagged Divisions

K-12 & Pre-College Engineering

different ideas and think above and beyond; [think] outside the box” in designingtheir artifacts.These broader descriptions of “smart engineers” from their class stand in contrast to theirdescriptions of the “smart students” who do well in school all the time which, more frequently,fell along traditional lines. For instance, students indicated a smart student in class was “good atmultiplication facts”; “works fast”; “pays attention”; “gets good grades”; and they are oftenmembers of the academically gifted program.One of the fourth-grade teacher post-implementation interviews also revealed possibledisruptions of classroom status, student positioning, and conceptions of smartness. Through ourregular classroom presence, the research team noted one

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos

Tagged Divisions

Minorities in Engineering

Preparing Under-represented Students and Parents in Science, Engineering and TechnologyA Chicago, Illinois comprehensive informal learning science, technology, engineering, andmathematics (STEM) outreach program for kindergarten through grade 4 (K-4) students isdescribed along with the program’s theory of change and findings based on the participationof more than 200 urban minority students and their parents over a four-year period. ThisNSF-funded informal learning program was grounded in parental engagement theory ofplanned behavior and integrated both active-learning pedagogies and in-situ professionaldevelopment for teachers. A unique age-appropriate science, engineering and technologyintegrated curriculum was

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University; Alexandra Coso Strong, Georgia Institute of Technology; Adam R. Carberry, Arizona State University

Tagged Divisions

Student

Paper ID #8556Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference ProgramMs. Gurlovleen K. Rathore, Texas A&M University Gurlovleen Rathore is pursuing her Ph.D. in Interdisciplinary Engineering at Texas A&M University. Her research interests include problem-based learning, design creativity and innovation, design education and future faculty professional development. She received her B.S. in Engineering Physics from the University of Michigan and a M.S. in Mechanical Engineering from Texas A&M University.Ms. Alexandra Emelina Coso, Georgia Institute of Technology

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Community Engagement Division

constraints. By contrast, human-centered design for users focuses on the desirability of the designed object, emphasizingusers’ needs, aspirations, and cultural locations, mainly through ergonomics and esthetics.3Although now a well-established concept and practice in design studies and some forms ofindustrial design, HCD has more recently evolved to incorporate community perspectivesthat exist beyond individual user’s desires and, of special significance to our analysis, designpractices that exist alongside typical commercial contexts. HCD for communities considerslow-income and underserved communities as users, challenging engineering design educationto incorporate listening to users; accommodation of human capacities, needs, and desires

Conference Session

Capstone Courses and Project Based-Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, The University of Oklahoma; Mary K. Pilotte, Purdue University, West Lafayette; Nathan McNeill, University of Colorado Boulder

Tagged Divisions

Mechanical Engineering

course objectives as wellas ABET objectives and concurrently encourage students to look beyond surface technical aspectsof engineering solutions. Through this paper we demonstrate how one (of several) projects in acourse can meet these multiple objectives, in a comprehensive, integrated fashion. Purpose of this study The study presented in this paper examines the outcomes of a real-world design projectused in a foundational course in engineering thermodynamics. Outcomes identified by students arelinked to course objectives as well as ABET criteria to demonstrate the breadth of outcomesreported by students. Method Participants and setting The participants were eighty-eight sophomore engineering students enrolled in

Conference Session

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University

Tagged Divisions

Engineering Technology

Engineering from Michigan Technological University in 2007. Dr. Aleksandr Sergeyev’s research interests include high energy laser propagation through the turbulent atmosphere, developing advanced control algorithms for wavefront sensing and mitigating effects of the turbulent atmosphere, digital inline holography, digital signal processing, and laser spectroscopy. Dr. Sergeyev is a member of ASEE, IEEE, SPIE and is actively involved in promoting engineering education. Page 24.564.1 c American Society for Engineering Education, 2014 Expand the pipeline: K-12 curriculum

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

models and learning electricity. In M.S. Khine and M. Saleh (eds.). Models and Modeling in Science Education (pp. 141-171). Netherlands: Springer.21. Wilensky, U. 2003. Statistical mechanics for secondary school: the GasLab modeling toolkit. International Journal of Computers for Mathematical Learning, 8(1), 1–41.22. Dickes, A.C. and P. Sengupta. 2012. Learning natural selection in 4th grade with multi-agent-based computational models. Research in Science Education, 43 (3): 921-953.23. Wilensky, U. and K. Reisman. 2006. Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories—an embodied modeling approach. Cognition and Instruction, 24(2), 171–209.24

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

Engineering Education, 2014 Viewing student engineering through the lens of "engineering moments":An interpretive case study of 7th grade students with language-based learning disabilities (Research-to-Practice, Engineering Across K-12 Curriculum)AbstractThough there is a growing consensus that engineering instruction should be incorporated intoUnited States K-12 classrooms,1,2,3,4 little research has focused on what student engineeringlooks like in these classroom setting. Topics for investigation include how students understandengineering tasks, which behaviors can be viewed as age-appropriate engineering, and howstudents may coordinate these behaviors to create a coherent engineering process. In

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint

Tagged Divisions

K-12 & Pre-College Engineering

Students: A Two Year Study”, 2010 ASEE Annual Conferenceand Exposition, paper AC2010-12195. N. Healy, A. Berenstein, “Using Summer Programs to Excite Secondary Students about Nanoscale Science andEngineering”, 2013 ASEE Annual Conference and Exposition, paper AC2013-62696. M. Ayar, B. Yalvac, F. Ugurdag, A.Sahin, “A Robotics Summer Camp for High School Students: PipelinesActivities Promoting Careers in Engineering Fields”, 2013 ASEE Annual Conference and Exposition, paperAC2013-60487. R. Stansbury, F. Behi, “Inspiring Interest in STEM through Summer Robotics Camp”, 2012 ASEE AnnualConference and Exposition, paper AC2012-43048. M. Yilmaz, J. Ren, S. Custer, J. Coleman, “Hands-On Summer Camp to Attract K-12 Students to EngineeringFields”, IEEE Trans

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

argue thatengineering education specifically supports a wide range of STEM learning objectives. Othersargue that integrating the STEM disciplines through engineering has the potential to improvestudents’ knowledge and perceptions of engineering as a profession as well as encourage morestudents to pursue STEM related careers2,11. Thus, it seems that within the K-12 setting,engineering might be best addressed within integrated STEM classrooms.Realizing the promises listed above of integrated efforts in the classroom, however, will requireat a minimum adequate professional development, institutional structures that supportintegration, and quality integrated curricula around which teachers can develop their instruction.Each of these in turn will

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

self-exploration ofproblems by:  Providing an environment that facilitates the integration of engineering analysis and engineering design by allowing users to explore different design options in early stages even before the detailed designs are made  Stimulating an environment for design-analysis exploration, in which questions like „what-if‟, „why‟, „what‟ and „how‟ will be more effectively answered through on-the-fly simulation and visualization.  Allowing better understanding of practical situations through solving problems, where conventional equations do not apply, and also beyond “toy” textbook problems.  Enabling the transition from a model of education that is teacher-centered and passive to

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen L. Bollenbach, University of Virginia; Erika D. Powell, University of Virginia; Stephanie L. Moore, University of Virginia; James F. Groves, University of Virginia

Tagged Divisions

Design in Engineering Education

Paper ID #10783Building A Healthy Online Student Community Through Education Environ-ment DesignMrs. Karen L. Bollenbach, The University of Virginia Mrs. Bollenbach is a student at the University of Virginia and anticipates receiving her B.S. in engineering science in May 2014. She graduated from Virginia Tech with a B.S. in health education in 1993 before beginning a career in the insurance industry. In 2009, she began studying drafting and engineering at Tide- water Community College. As a 2013 Virginia Microelectronics Consortium (VMEC) summer scholar, she conducted thermoelectric thin film research at the Applied

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; David Claudio, Montana State University; Durward K. Sobek II, Montana State University; Laura Stanley, Montana State University - Bozeman; Nicholas Ward, Montana State University

Tagged Divisions

Industrial Engineering

Paper ID #8784Introducing Flexibility in an Engineering Curriculum Through Student De-signed Elective ProgramsDr. William J. Schell IV P.E., Montana State University Dr. William J. Schell holds a Ph.D. in Industrial and Systems Engineering – Engineering Management from the University of Alabama in Huntsville and M.S. and B.S. degrees in Industrial and Management Engineering from Montana State University. He is an Assistant Professor of Industrial and Management Engineering at Montana State where his primary research interests are engineering education and the role of leadership and culture in process improvement with