Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology (COE); Margaret B. Bailey P.E., Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COS); DeLois Kijana Crawford, Rochester Institute of Technology; Wendy A. Dannels, Rochester Institute of Technology (NTID)

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

Evaluation Objective Outcomes Outcomes Outcomes Data Source (s) AY 2015 AY 2017 AY 2019 / CycleStrengthen Continual Assess Inform NSF Connectivityfaculty core review of Series Connectivity ADVANCE Seriescompetencies satisfaction data Series impact on national Evaluationsand to build to determine participating community with (individualfaculty networks offerings/faculty faculty’s career best practice sessions; career needs development recommendations annually) Participant Full

Conference Session

Innovative Project-Based Learning Practices in Manufacturing

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas - El Paso; Aditya Akundi, University of Texas - El Paso; Teresa Wu, Arizona State University; Yirong Lin, University of Texas - El Paso

Tagged Divisions

Manufacturing

theUniversity of Texas Rio Grande Valley (UTRGV). Dr. Akundi received hisPhDat the University of Texas at El Paso (UTEP) in 2016. In his doctoral thesis, he investigated the use of information theory to understand and assess complex socio-technical systems. Before joining UTRGV, he worked as a research assistant professor in the Industrial Manufacturing and Systems Engineering department at UTEP for a period of three years from 2016 to 2019. Dr. Akundi published several papers in the field of systems modeling, systems testing, assessing INCOSE Handbook, model-based systems engineering, and engi- neering education. His research has received funding from the National Science Foundation (NSF) and is currently an I-DREAM4D

Conference Session

International Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bahawodin Baha, University of Brighton; Judith Watson

Tagged Topics

Diversity

Tagged Divisions

International

thelast decade and will highlight the main capacity-building challenges that engineering educationin Afghanistan is facing at present. On this basis, practical recommendations will be made toaddress these challenges, which can enhance the quality of engineering education in the countryand thus lead the Afghan people towards a better, more self-sufficient future.2. Overview of the higher education sectorThe education sector in Afghanistan has experienced significant progress in terms of studentnumber entering the universities in addition to establishing new colleges and universitiesthroughout the country. According to the Ministry of Higher Education (MoHE) strategic planfrom 2014 -2019 [4], there were only six public universities and no private

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Smith, Australian National University; Jennifer Patricia Turner, Engineers Without Borders Australia ; Nick John Brown, Engineers Without Borders Australia; Joli Price, Engineers Without Borders Australia

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Australia. ANUwas successfully with 10 scholarships from the only round of the AsiaBound program, whichwere used for the first three Summits in January, June and July 2015. An additional 20scholarships from the first NCP round will support students for the 2016 Summits and 40scholarships have been secured from the second NCP round to support students on Summitsfrom 2017 through to mid-2019. In 2014 ANU and EWB-A were successful with a jointcompetitive education grant to develop a dedicated later year humanitarian engineeringcourse called Engineering for a Humanitarian Context (EfaHC) course, which was the first ofits type in Australia12. This was aimed at students in the second half of their four-yeardegree, and in particular those who had enjoyed

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Kenneth J. Fridley, University of Alabama; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

papershave chronicled the work of this committee and were presented at the 2014 and 2015 ASEE AnnualConferences in Indianapolis and Seattle, respectively. The third edition of the Civil EngineeringBody of Knowledge for the 21st Century (BOK3) is scheduled to be finalized by October 2018.This third and final paper shares the CEPCTC insights, lessons learned, suggestions andrecommendations with the BOK3 task committee and the rest of the academic and professionalcommunity.IntroductionThe American Society of Civil Engineers (ASCE) published the second edition of the CivilEngineering Body of Knowledge (BOK2) in 2008 expanding the knowledge, skills and attitudesrequired of future civil engineers. There were major changes to the BOK2 as the number

Conference Session

Fostering Transformational Change in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel; Kevin C Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

results over the seven-year analysis period.  Embedded Indicator results (n = 2,628) for professional skills outcome indicators (n = 48), ranging from 79 to 83% (Avg. 82%) trended in between Senior Exit Survey responses and FE Exam scores over the four-year period of available data.Table 9. Overall Combined Comparison of Direct and Indirect Measures, 2019-2015 Year FE Exam1 Sr. Exit Survey2 Embedded Indicators3 2009 74% 93% 2010 75% 89% 2011 64% 89% 2012 73% 87% 79