Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Student

artificial. “[The program we used is] basically just like a virtual lab website and it has a lot of bugs. It doesn't save, sometimes it just randomly won't work, and you have to redo your whole entire circuit. It was not very intuitive, and it was frustrating... [I was] frustrated the whole time.”Students had good experiences with lab simulations when they successfully imitated an in-personexperience. They also succeeded more with simulations when receiving guidance from theprofessor in the form of guided videos/Zoom™ lectures where they were either using theprogram or demonstrating what the in-person lab would be like. “... In my EE lab [...] there was an online lab desk simulator, and it had all the components

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Avery Noren, Texas A&M University Vehicle Systems & Control Laboratory; Kendra Lynne Andersen, Texas A&M University; Kanika Gakhar, Texas A&M University Vehicle Systems and Control Laboratory; Angela Olinger, Texas A&M University; Preetam Palchuru, Texas A&M University Vehicle Systems & Control Laboratory; Scott Thien Tran, Texas A&M University Vehicle Systems & Control Laboratory; John Valasek, Texas A&M University

Tagged Divisions

Student

pursue. For instance, one of the teammembers had always been fascinated by animation and graphic design; this project gave her achance to finally learn how to convert mathematical simulations into visually appealinganimations. Therefore, this multidisciplinary project is giving students a chance to step outsidetheir comfort zone, learn from each other, and develop synergistic approaches to problemsolving.DeliverablesMost engineering-oriented projects tend to be broken up into pieces. Each piece builds on eachother and eventually leads to the final product. At each stage, the team has deliverables to showbefore the next step can take place. In a normal systems engineering approach, there are a smallnumber of key deliverables for a few groups at

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

are also part of the mix within projects, so majors in computer science, mechanicalengineering, communications, and business can collaborate on the same design teams. PDIadopts the inclusive “engineering for all” mentality as with K-12 engineering initiatives, yetinstead of classifying everyone as an engineer, students learn that diverse domains of expertisecan contribute to engineering design problem solving.This type of higher education engineering is a much milder contrast to what students experiencein K-12 engineering initiatives. In fact, many students and families that visit PDI recruitingactivities have remarked: “This is what I thought engineering was like.” Yet, PDI courses are notmeant to displace or supplant the fundamentals-first