Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biological & Agricultural

for creative andanalytical performance. Decisions taken during the design process require analytical and creativethinking processes to synthesize. To strengthen the creative output of students, four sessionswere performed to enhance the quantity and quality of ideas generated. The use of thesetechniques enhanced students’ creative performance. Creativity techniques2 that were presentedin this course section are included in Table 3. These sessions and meetings with the course’instructor were planned in order to promote creativity and included lessons and selectedexercises that provided a number of techniques to help students generate solutions (ideas) to thecorrectly defined problem (Phase 1). The applied tools and methods vary in their focus

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; 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

Biological & Agricultural

, peer-, and self-assessments were also performed throughout the course and on final project. Additionally, aSpecific Course Rubric that included technical aspects regarding food product development aswell as abilities of the team to present their product and answering questions raised during oraland poster presentations, and during tasting of developed food products. For this specific rubric,the scale varied from 1 (novice) to 4 (expert).Mean values from Creative Thinking VALUE Rubric assessment of final projects were 2.35 forAcquiring Competencies (attaining strategies and skills within a particular domain), 2.42 forTaking Risks (may include personal risk, fear of embarrassment or rejection, or risk of failure insuccessfully completing

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

rehabilitation of historic agricultural structures. Her research interests include energy, the en- vironment, and engineering education. For one academic year, she served as interim associate dean for undergraduate education and student services in the College of Engineering. She was involved in OSU’s quarter-to-semester conversion effort at multiple levels over 3+ years: as point person and undergraduate studies chair for her department, as a member of the college-level committees in both the College of Food, Agricultural, and Environmental Sciences and the College of Engineering, and as a Faculty Fellow in the university’s Office of Academic Affairs. She is a second-generation woman engineer; her mother worked as an

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kirk D. Dolan, Michigan State University; Yinjie J. Tang, Washington University; Wei Liao, Michigan State University

Tagged Divisions

Biological & Agricultural

Page 24.713.2much more widely used in the industry. The explosion of interest in modeling is due in part toaccess to better and lower-cost software, and to the potential savings in effort, time, and cost inexperimental work. Both undergraduate and graduate engineering students need to have someproficiency in using modeling and technical computing software before they enter the job market.Therefore, the goal of this project was to improve the existing engineering courses in Chemicaland Biosystems Engineering by using MATLAB and Simulink. The students’ experience ofwriting code in MATLAB and arranging a system in Simulink was excellent preparation forunderstanding the computational algorithms. Teaching bioengineering students computationaland

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael E. Manoogian, Loyola Marymount University

Tagged Divisions

Biological & Agricultural

aplethora of other areas that link science and engineering. The course content at this levelserved to broaden engineering students’ understanding of the science of biology as itrelates to engineering, stimulate interest in technical careers, address an ABET sciencerequirement and to address at least one common engineering program outcome related tolife-long learning. ABET related assessment was conducted with respect to the researchassignment from the class.Introduction The interrelationship between the fields of Biology and Engineering presents agrowing opportunity for engineers and that biology should be a core science course forengineers according to the NSF, NIH and others (1, 2). Knowledge of biology specific tothe complex communities

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frankie Santos Laanan, Iowa State University; Balaji Narasimhan, Iowa State University; Monica H. Lamm, Iowa State University; Carlos Lopez, Iowa State University ; Dimitra Lynette Jackson, Iowa State University

Tagged Divisions

Biological & Agricultural

of theprogram out of nine items, three of them were statistically significant: • Act as a leader • Understanding scientific finding • Approach problems creatively Insert Table 6 Page 22.288.8POST-SURVEY: Rating of the REU BioMaP Experience and General SatisfactionAt the end of the program, students were asked to rate their experience during their participationin the REU BioMaP. Table 7 reports the findings. Students were asked to respond to eachstatement on a five-point likert scale: 1=strongly disagree; 2=disagree; 3=not sure; 4=agree; and5=strongly agree. Overall, students reported

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Leigh Wolfe, Virginia Tech; Nicholas M Holden, University College Dublin; Demetres Briassoulis, Agricultural University of Athens; Francisco Ayuga, Universidad Politécnica de Madrid, BIPREE Research Group; Giacomo Scarascia Mugnozza, University of Bari, Italy

Tagged Divisions

Biological & Agricultural

AC 2011-1512: TRANS-ATLANTIC BIOSYSTEMS ENGINEERING CUR-RICULUM AND MOBILITY (TABE.NET)Mary Leigh Wolfe, Virginia Tech Dr. Mary Leigh Wolfe is Professor and Interim Head in the Department of Biological Systems Engineer- ing (BSE) at Virginia Tech. Dr. Wolfe conducts research and teaches undergraduate and graduate courses focused on hydrologic modeling, nonpoint source (NPS) pollution control strategies, and decision sup- port tools for NPS pollution control and watershed management. She is active in the American Society of Agricultural Engineers, including two terms on the Board of Directors/Trustees and in leadership roles on technical committees. She is currently serving on the ASABE Foundation Board of Directors

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Sanjiv Sarin, North Carolina A&T State University

Tagged Divisions

Biological & Agricultural

technical objectives will be to 1. Discuss the variety of material property choices that nature has made in various human body components. 2. Compare and contrast nature as a designer to human engineers as designers. 3. Explain the difference between strength and stiffness of a material. 4. Define the ultimate tensile strength and modulus of elasticity of a material. 5. Determine the modulus of elasticity of a bone using a bone bending apparatus. 6. Determine the ultimate tensile strength of a bone using a bone breaking apparatus.The class will also discuss differences between nature as a designer and humans as designers.Figure 1. Bone test samples gage length determination and testing apparatus.Future work:Meaningful

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle Bellmer, Oklahoma State University; Mary E. Rezac, Kansas State University; Danielle Julie Carrier, University of Arkansas; Daniel Humburg, South Dakota State University

Tagged Divisions

Biological & Agricultural

and sustainable industries is resulting from a general recognition ofthe need for systems that meet societal needs without long-term degradation of the environment.With the growing interest in bioenergy and sustainable technologies, there is a need forindividuals with the knowledge and skills necessary to develop and sustain biobased enterprises.A new generation of professionals needs to be equipped to function in the interdisciplinaryenvironment typical of biotechnologies and economies.In 2006, a survey was conducted focusing on education for biobased materials processing thatcollected the perspectives of industrial practitioners who are aware of the experiential andeducational needs of their current and future employees. The overwhelming

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evan T. Curtis, Univeristy of Nebraska, Lincoln; Abby M. Kelly, University of Nebraska, Lincoln; Johnathan Ian Edward McCoy, University of Nebraska, Lincoln; David Jones, University of Nebraska, Lincoln; Dennis D. Schulte P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

design of the evidence collection and analysis tools, a general schematic forproposed curriculum action system was established (Figure 1). Through oversight by thecurriculum committee, instructors were to be informed of the intended student learning outcometargets for their course. Additionally, the curriculum committee’s responsibility included settingand modifying program educational objectives and curricular student outcome targets. From thatpoint, it would be the instructor’s responsibility to generate the course content and objectives aswell as determine how course material would direct students to achieve the desired learningoutcomes. The most significant elements to this model were the evidence collection and gapanalysis stages

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chehra Aboukinane; Daniel N. Moriasi, USDA-ARS; Ann L. Kenimer, Texas A&M University; Kim Dooley, Texas A&M University; James DUPE Linder, Texas A&M University

Tagged Divisions

Biological & Agricultural

to start designing their projects by hand,using AutoCAD or Micro Station applications and also construct their final presentationsin Power Point in the most unique and creative way they could. Also, all sessions wereled by a panel student leader and two or three project team members. Page 23.613.12The investigator wrote notes throughout these sessions by observing students based onseveral factors. The factors included: the students’ interactions with their team members,senior leader and instructor, their confidence in generating ideas, risk taking in voicingopinions, frequency of asking assistance from the senior leader and course instructor

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Biological & Agricultural

effectively. At the same time, this would result in a general reduction of baccalaureate degree attainment in those states where such a policy might be implemented. Since underprepared minorities are among the least likely to attain associate degrees and transfer to baccalaureate institutions (Boylan, Bonham, & Bliss, 1992; Grubb, 1991), this, too, would have chilling effect on educational opportunity. [Source: Making the Case for Developmental Education by Hunter R. Boylan. In Research in Developmental Education, 12 (2), 1-4. ] Page 25.226.5Conclusions The instructor can make appropriate changes in the

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ernest W. Tollner PE, University of Georgia; Qianqian Ma, University of Georgia; Caner Kazanci, University of Georgia

Tagged Divisions

Biological & Agricultural

2 2 2 3 1 3 3 3Figure 2a. EcoNet graphical output of energy flows in a generic marine ecosystem [24] showing thesuperimposed Jorgensen and Svirezhev [15] weighting coefficient beta values. Page 23.925.5 300 0 3 2.7 23 2.7

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

George E. Meyer, University of Nebraska, Lincoln; Kim Cluff, University of Nebraska, Lincoln; Jeyamkondan Subbiah P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

to understand the role of properties in engineering design. Properties are then measured in the lab. Towards the end of the course, the students perform a design project that involves identifying an engineering problems and measuring relevant properties for engineering design. The students submit oral and written reports.Course Goals: Upon completion of the course, a student should: 1. Understand the importance of units and dimensions, 2. Understand and apply the uniqueness of biological materials, 3. Comprehend the general categories, definitions, and measurement methods of engineering properties, and 4

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abby M Kelly, University of Nebraska, Lincoln; David Jones, University of Nebraska, Lincoln; Roger Michael Hoy, University of Nebraska; Evan Curtis, University of Nebraska, Lincoln; Angela Kaye Pannier, University of Nebraska, Lincoln; Richard R. Stowell P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

, both in courses and in their futurecareers. Multi-disciplinary teamwork has been shown to produce better engineering designsolutions, foster more effective communication skills, and even greater odds of employment aftergraduation5.Unique Challenges for UNL BSE Capstone CourseAs stated above, our cross-disciplinary senior capstone course sequence, with students from twoengineering majors and projects spanning six emphasis areas, presents many unique challenges.In addition to the challenges outlined previously, it was critical to the success of our students andour department to also address the following issues: 1. Slow-paced, nontechnical lectures: Engineering students in particular are accustomed to fast-paced courses full of technical

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chi N. Thai, University of Georgia; Yan-Fu Kuo, National Taiwan University; Ping-Lang Yen, National Taiwan University

Tagged Divisions

Biological & Agricultural

UGA Course Management System called Blackboard Vista/Wimba for web access by UGA students to review the course materials as needed (see Fig. 1 for a typical video frame). Thus the obvious solution was to enroll the NTU instructors and students into the UGA Vista/Wimba system. In early tests, we found that this approach was technically feasible but the NTU network speed was not fast enough to handle MP4 video streaming satisfactorily in real time (essentially from half way around the Earth). Although NTU had its own CMS (CEIBA), it could not stream videos on demand during the Spring and Page

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kumar Mallikarjunan, Virginia Tech

Tagged Divisions

Biological & Agricultural

intellectual apparatus associated with being the scientist, historian, orengineer rather than learning about their chosen discipline. In particular, it is this notion of learning tobe something, rather than learning about something, that we saw as a key basis for reformulating ourcurriculum.The development of spiral theme based curriculum was carried out as an iterative series of steps andhas been explained in detail elsewhere (Lohani et al., 2011). The first step involved identifying theoverall outcomes for the program. The faculty brainstormed and listed many items that students shouldbe able to do by the time they graduate. As a result, we defined four high-level, overall outcomes forbioprocess engineering students: (1) Design a bioreactor; (2

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tammara Ramírez Apud L., Universidad de las Americas Puebla; Judith Virginia Gutierrez Cuba; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Topics

Diversity

Tagged Divisions

Biological & Agricultural

 (content /  premises premises arguments conclusions ideas) Figure 2. Percentage of argumentation criteria (Table 1) attainment by selected 1st semester students (a) while solving problem number 1 (Troubleshooting/Diagnosis) as well as by selected 8th semester students (b) while solving problem number 6 (Troubleshooting/Diagnosis).Figures 3-5 present mean values for selected problems and courses. As can be observed in Figure3, adequate premises (in general, 11% of the document was allocated to this part) were raisedspecifically. The credibility of the premises (in general, 29% of the document was allocated tothis part) that are the theoretical arguments supporting the

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Efra Altamirano, Universidad de las Américas Puebla; Judith Virginia Gutierrez Cuba; 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

Biological & Agricultural

Francisco, CA.9. Banta, T. 2007. Assessing Student Learning in the Disciplines. Jossey-Bass. San Francisco, CA.10. Banta, T. 2004. Hallmarks of Effective Outcomes Assessment. Jossey-Bass. San Francisco, CA.11. Maki, P. L. 2004. Assessment for Learning. Building a Sustainable Commitment Across the Institution. Stylus Publishing. Sterling, VA.12. Maki, P. L. 2002. Developing an Assessment Plan to Learn About Student Learning. The Journal of Academic Librarianship. 28(1): 8–13.13. Walvoord, B. E. 2004. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Jossey-Bass. San Francisco, CA.14. The Partnership for 21st Century Skills. 2012. 21st Century Skills Framework. Available

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio P.E., University of Delaware

Tagged Divisions

Biological & Agricultural

less motivated students had not actively worked with the technical material for a sufficient amount of time, they were unprepared to work new exam problems similar to the HW.Use of LON-CAPA was initiated for the author’s courses in the Department of BioresourcesEngineering at the University of Delaware in fall 2002 with support from a grant awarded by theuniversity’s Center for Teaching Effectiveness. Online problems were first developed forintroductory and intermediate-level surveying courses. Surveying was chosen for the firstimplementation of LON-CAPA because the problems were relatively easy to code.Subsequently, problems were also developed for topics in hydraulics and hydrology for use in astormwater management course. Hydraulics

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez P.E., Western Michigan University; Alamgir A. Choudhury, Western Michigan University

Tagged Divisions

Biological & Agricultural

Page 26.710.9factors that the team was missing and not considering. A great learning experience, without a doubt. The technical adviser benefited from the experience as well because the project gives awindow of opportunity to showcase the universality of the technical concepts covered in theclassroom. And finally, the project benefited the sponsor by getting a needed piece of equipmentat an affordable price.In conclusion, this type of projects are a win-win-win situation that do lend themselves for manyother uses in academics. Students have the satisfaction of producing results in a morechallenging situation, even the faculty member proposing the project was not sure if the projectwill generate enough interest and students will bid on it. Most

Conference Session

Biological & Agricultural Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josue Orellana, Washington State University; Fabiola Quiroa, Washington State University; Ala' Ibrahim Abu-Lail; Nehal I. Abu-lail, Washington State University

Tagged Divisions

Biological & Agricultural

ofreal experimental data collected by all groups. The four modules were designed to: 1) reinforce and illustrate basic principles in the mindsof students with regards to cellular functions and operations through hands-on experiences; 2)provide students with necessary skills needed to work with cells safely, 3) familiarize studentswith available equipment in cellular engineering laboratories as well as familiarize them withcommon measuring and calibration techniques 19, improve students’ troubleshooting skills; 4)elevate students design skills; 5) train students in technical report writing; 6) improve students’critical thinking skills via analysis of the design and assumptions of the experimental module,theoretical modeling of their results

Conference Session

Biological and Agricultural Tech Session I

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Rick Williams, East Carolina University; Stephanie Sullivan, East Carolina University; Loren Limberis, East Carolina University

Tagged Divisions

Biological & Agricultural

place over five 50-minute lecturesand four 3-hour laboratory sessions. Tables 1 and 2 provide a summary of the material coveredand assignments in each of the lecture and laboratory sessions.Table 1: Ethanol module lectures summarizing the material covered and assignments by lecture day LECTURE DAY ONE • Introduce the Challenge Question. • Students independently work in their journals to answer the Generate Ideas questions. • As a class, review all journal entries for the Challenge Question. • On the board, record the needed knowledge areas that students identified. Also record any specific ideas that were generated • Guide students to see that they must understand (1) the conversion of starches to sugars and sugars to ethanol, (2

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Kurt Rosentrater, USDA-ARS; Kasiviswanathan Muthukumarappan

Tagged Divisions

Biological & Agricultural

/books/0309053927/html/1.html Page 11.278.9 Bioenergy Terminology – Factsheet No. atlas_006. 2005. Zimmermann, L. and I. Nuberg. http://data.brs.gov.au/mapserv/biomass/factsheets/Atlas_006.pdf.Biomass Program: Feedstock Composition Glossary. 2005. US. DOE. http://www.eere.energy.gov/biomass/feedstock_glossary.html.Biomass Program Multi-Year Technical Plan. September 2003. U.S. DOE. http://www.bioproducts-bioenergy.gov/pdfs/MYTP%20FY%202002%20v13.pdfBiomass Research and Development Technical Advisory Committee Recommendations. December 2001.Biomass Research and Development Act of 2000. Title III of the Agriculture Risk Protection Act

Conference Session

Innovations in biological and agricultural engineering education

Collection

2007 Annual Conference & Exposition

Authors

Kyle Mankin, Kansas State University

Tagged Divisions

Biological & Agricultural

project provided opportunity for experiential learning that engaged students,provided essential problem solving and teamwork skills, and assessed their learning about thedesign process. Students prepared a functional layout design for one of the BAE/ATM studentspaces within Seaton Hall. The development of the layout design followed the design process,culminating in a presentation to the client (Department Head) and other constituents. Studentswere assessed using self-assessment, assessment of the presentation, and a short-answer exam.Results were classified according to seven elements of the design process: 1) teamwork, 2)information gathering, 3) problem definition, 4) idea generation, 5) evaluation and decisionmaking, 6) implementation, and 7