Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Hector Estrada, Texas A&M University-Kingsville

Tagged Divisions

Architectural

, but rather unfocusedregarding liberal arts and other important non-technical skills.Introduction The field of architectural engineering is currently experiencing an exciting growth, asillustrated by the growth and development of the Architectural Engineering Institute (AEI), whichis part of the American Society of Civil Engineers (ASCE)1. Also, the National Council ofExaminers for Engineering and Surveying has recently added a professional engineering licensingexam in the area of architectural engineering. This clearly indicates that the demand for programsin architectural engineering is strong and with the booming building construction industry, thedemand for architectural engineers is expected to continue to grow. There are several

Conference Session

Innovative Curriculum in ET

Collection

2004 Annual Conference

Authors

David Murphy

Session 1648 Building Safety Education into Engineering Curriculum David L. Murphy The University of North Carolina at Charlotte “The chapter of accidents is the longest chapter in the book” – John Wilkes Workplace injury and the associated costs significantly erode employer profit margins. Anestimated seven percent of profits are spent, directly or indirectly, as a result of a workplaceinjury. An effective illustration is that of an iceberg. The tip of the iceberg (the smallest yetmost visible part) represents the actual cost of the injury, such as medical

Collection

1999 Annual Conference

Authors

Joseph Cecere

following questions:1. How did the constructor rate the value of the subjects in the construction curriculum?2. How do the constructors assess the different construction subject areas in the curriculum?3. What was the background of the respondents and their firms?II. Method and ProcedureFor the purpose of this study, a questionnaire (see appendix) was developed by the AssociatedGeneral Contractors of America Education Committee. The questionnaire sought informationrelated to a four-year construction curriculum and those courses that would help the studentbecome better prepared for their careers, rank the significance of the construction course areas,and obtain background information on the respondents.The first part of the questionnaire was

Collection

1997 Annual Conference

Authors

Ronald Matusiak; David Andruczyk; D. Steven Barker; Stephanie Goldberg; Ilya Grinberg

Session 3233 Stepper Motor Applications Across Electrical Engineering Technology Curriculum Ilya Grinberg, D. Steven Barker, Stephanie Goldberg, Ronald Matusiak, David Andruczyk State University of New York College at Buffalo1. IntroductionIndustrial, commercial and institutional facilities have grown significantly more complex in thelast decade. The rising level of technologies and equipment utilized in these facilities hascomplicated the elements of their engineering maintenance and operation. As an example of suchtechnologies, consider robotics

Conference Session

Materials Division (MATS) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

B. Ruşen Argun, University of Illinois at Urbana - Champaign; Andre Schleife; Cecilia Leal; Dallas R. Trinkle, University of Illinois at Urbana - Champaign; Nicola H. Perry, University of Illinois at Urbana - Champaign; Jessica Krogstad, University of Illinois at Urbana - Champaign; Matthew D. Goodman, University of Illinois at Urbana - Champaign; Antonia Statt; Marie Agathe Charpagne

Tagged Divisions

Materials Division (MATS)

Paper ID #39352Impact of Computation in Undergraduate Curriculum : Alumni PerspectiveB. Rus¸en Argun, University of Illinois at Urbana - Champaign Rus¸en is a Ph.D. student in the department of Mechanical Science and Engineering, University of Illi- nois at Urbana-Champaign. He is the computational teaching assistant of the Materials Science and Engineering department for academic year 2022-2023, and participated in the teaching activities about computations in several undergraduate courses. His research is about coarse-grained simulations of soft materials. He enjoys sailing when the weather is nice.Prof. Andre Schleife

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Maila Hallare, Norfolk State University; Shahrooz Moosavizadeh, Norfolk State University; Makarand Deo, Norfolk State University

Tagged Topics

Diversity

Paper ID #35784Application-Centric Math Curriculum for Electrical Engineering MajorsProf. Maila Hallare, Norfolk State University Dr. Maila Hallare is an Assistant Professor at the Department of Mathematics, Norfolk State University. Her research interests include number theory, mathematical modeling, differential equations, mathematics education, and best practices on mathematics teaching.Prof. Shahrooz Moosavizadeh, Norfolk State University Professor and former Chair of the Department of Mathematics at Norfolk State University with more than thirty years of teaching experience. In addition to his teaching workload, Prof

Collection

1996 Annual Conference

Authors

Jack Bryant; Howard Seidel; David L. Barrow; Dante DeBlassie; Arlen Strader

Session 2630 Freshman Calculus in an Integrated Engineering Curriculum David Barrow, Jack Bryant, Dante DeBlassie, Howard Seidel, Arlen Strader Texas A&M UniversityINTRODUCTION We are helping to develop, implement, and evaluate an integrated engineering curriculum thatemphasizes technology, active learning in the classroom, and teaming. We will describe our experiencesteaching calculus, during the past two academic years, to first year students in the integrated curriculum, whichalso includes courses in engineering, English, physics, and chemistry. This

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

engage with specific tasks. This latter step was important in that it provided both amotivation to engage the work and a means to pilot the new instructional strategies.From the perspective of the authors and PLC members, the PLC provided a consistent space forits members to explore the concepts of social justice and inclusivity as they relate to curriculum,to our students, and to our own self-development. The environment was challenging but invitingand respectful, allowing for authentic discussion of ideas for teaming instruction activities andfor an opportunity to receive critical feedback. The variety of perspectives and experiences of thePLC members improved the quality of the teaming activities and modules that emerged, and alsopromoted the

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

personal desire to broaden partici- pation of women and other underrepresented students, including students in rural areas and those who learn differently, in STEM education from pre-K through graduate studies. Her current work focuses on supporting and evaluating the construction of collaborative communities and building evaluation capacity within organizations and large-scale programs. In all efforts Adrienne works to (a) truly understand the purpose and needs for the evaluation or research undertaking, (b) develop feedback cycles that support continuous program improvement, (c) make implementation and impact data available and interpretable for program implementers, and (d) select the most rigorous, yet feasible

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24706Sustainable Research Pathways: Collaborations across Communities to Di-versify the National Laboratory WorkforceDr. Mary Ann E Leung, Sustainable Horizons Instittute Dr. Leung is a nationally acclaimed leader in the design and implementation of innovative programs aimed at developing the next generation of science, technology, engineering, and mathematics (STEM) leaders. As an accomplished scientist, Mary Ann honors and treasures the process of scientific discovery. As the director of major STEM-focused educational programs, Dr. Leung nurtured her passion for connecting students and science by

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

research and evaluation of programs to improve human services, as well as developing evaluation methods that can be embedded within programs. Dr. Giancola’s current work focuses on developing methodological processes to embed evaluation into human services programs, such that program development can be driven by reliable and valid information and impact findings can be properly interpreted. Much of her work employs theory-based methods, not to replace rigorous research designs, but rather to supplement, in order to better understand implementation and effectiveness. c American Society for Engineering Education, 2019 ADVANCE Women’s Leadership at the University of Delaware

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

initiatives, teacher and faculty professional development programs, and S-STEM programs.Dr. Catherine Mobley, Clemson University Catherine Mobley, Ph.D., is a Professor of Sociology at Clemson University. She has over 30 years experience in project and program evaluation and has worked for a variety of consulting firms, non-profit agencies, and government organizations, including the Rand Corporation, the American Association of Retired Persons, the U.S. Department of Education, and the Walter Reed Army Institute of Research. Since 2004, she been a member of the NSF-funded MIDFIELD research project on engineering education; she has served as a Co-PI on several engineering education research projects, including one on

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

structures, and the analysis of dynamic systems. More recently, He has mentored numerous midshipmen through independent research projects and has directed two Tri- dent Scholars, the Naval Academy’s flagship research program. He has published over 50 journal and conference articles on these topics. Dr. Barton is actively involved in curriculum development and program assessment. He chairs ASME Committee on Engineering Accreditation. He serves a Commissioner for Engineering Accreditation Com- mission of ABET, Inc. and was a program evaluator for 6 six years prior to joining the commission. Dr. Barton holds a professional engineering license in the State Maryland. He is a member of the Board of Education, ASME.Dr

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24767Improving Inclusivity and Diversity in College STEM Programs through Metacog-nitive Classroom PracticesDr. Elizabeth Hane, Rochester Institute of Technology Dr. Elizabeth Hane is a forest ecologist, and an associate professor in the Gosnell School of Life Science at the Rochester Institute of Technology. She also serves as the Faculty Associate to the Provost for General Education, and advises RIT’s provost on issues surrounding general education curriculum and delivery. Her research focus has recently shifted from ecology to developing methods that support the retention of underrepresented students in

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

sanitation, as well as sustainability solutions, through interdisciplinary approaches. Since joining the Olin College faculty she has also dived into the field of engineering education with an emphasis on integration of arts, humanities, and STEM. Her love of learning was first fostered by an unusual elementary school education that was deeply inter- disciplinary with a substantial arts curriculum. After graduating from Harvard University with a B.A. in Dramatic Literature, she worked professionally in theater and wrote and recorded two musical albums. She then returned to school to study engineering, earning a B.S. in Civil Engineering from Rutgers Uni- versity in 2011. While completing her degree at Rutgers, she wrote

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

drop out of engineering programs, simply because they are not given the opportunity developthese skills.Research indicates that spatial skills are malleable, not innate and can be learned by practicing [9].Sorby’s “Developing Spatial Thinking” curriculum has been implemented in over 41 engineering schoolswith the help of the NSF-funded ENGAGE Engineering initiative [10]. Data collected over the past twodecades at Michigan Technological University clearly show significant improvement in spatial skill testscores after participation in the new curriculum, from an average pre-workshop score of approximately50% to an average post-workshop score of approximately 75%. Students typically complete Sorby’sstandard ten-module curriculum over 10 weeks

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24982Leaders Like MeDr. Kyle F Trenshaw, University of Rochester Kyle Trenshaw is currently the Educational Development Specialist at the University of Rochester’s Cen- ter for Excellence in Teaching and Learning. He received his B.S. in chemical engineering from the University of Missouri in 2009, and his M.S. (2011) and Ph.D. (2014) in chemical engineering from the University of Illinois, Urbana-Champaign. His research interests include science, technology, engineer- ing, and mathematics (STEM) education; supporting diversity in STEM fields with an emphasis on les- bian, gay, bisexual, transgender, queer

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Daphne Duncan, Purdue University; Euridice Oware, Purdue University; Monica Cox, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

educational research methods. Her research interests include assessment and evaluation of the educational environment. She worked as a researcher for four years as a member of the Assessment and Evaluation team within the National Science Foundation-funded VaNTH Engineering Research Center, developed a two-year mentoring-based curriculum for underrepresented undergraduate students at Vanderbilt University, and co-facilitated training workshops for first-time biomedical engineering graduate teaching assistants at Vanderbilt University. She most recently completed a research project examining the validation of the VaNTH Observation System, a classroom observation instrument used exclusively to

Conference Session

Curriculum Development in Two-Year Engineering and Engineering Technology Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas Rebold, Monterey Peninsula College; Amelito G Enriquez, Canada College; Erik N Dunmire, College of Marin; Nicholas P. Langhoff, Skyline College

Tagged Divisions

Two Year College Division

preparation. Through a grant from the National ScienceFoundation Improving Undergraduate STEM Education program (NSF IUSE), three communitycolleges from Northern California collaborated to increase the availability and accessibility ofthe engineering curriculum by developing resources and teaching strategies to enable small-to-medium community college engineering programs to provide a comprehensive set of lower-division engineering courses. These courses can be delivered either completely online, or withlimited face-to-face interactions. This paper presents the development and testing of the teachingand learning resources for an online Engineering Circuits Laboratory class, a one-unit laboratorycourse offered alongside the circuit theory course

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

holds a B.S. in Mechanical Engineering from University of Wisconsin-Milwaukee and a M.S. in Mechanical Engineering from Georgia Institute of Technology. Prior to beginning his doctoral studies, Hassan worked for five years at General Electric where he graduated from their Edison Engineering Development Program (EEDP) and then worked as a gas turbine fleet management engineer. In addition to his technical role, Hassan supported the recruiting, interview, and selection process of the EEDP Program, where he mentored interns, co-ops and Edison associates from the Middle East and Africa regions by developing and teaching a technical training cur- riculum, providing guidance for graduate school applications, and providing

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Cultural Historical Immediate UtopiaTrauma Norms/Values Context EnvironmentStorytelling framework developed by JoAnne Banks-Wallace (2002) rooted in African American Oral traditions Underrepresentation as Trauma PROJECT BACKGROUND• Purpose: rich collection of African American students’ experiences as related to the culture of engineering at a Predominantly White, Large Midwestern Institution • (with special emphasis on Mechanical Engineering).• These experiences will be gathered through one-on-one interviews of students and focus group sessions with groups of 5-10 students.• Prompts for interviews and focus groups will

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

and the 2005 Quinn Award for experiential learning, and she was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland)Dr. Kyle F Trenshaw, University of Rochester Kyle Trenshaw is currently the Educational Development Specialist at the University of Rochester’s Cen- ter for Excellence in Teaching and Learning. He received his B.S. in chemical engineering from the University of Missouri in 2009, and his M.S. (2011) and Ph.D. (2014) in chemical engineering from the University of Illinois, Urbana-Champaign. His research interests include science, technology, engineer- ing, and mathematics (STEM) education; supporting diversity in STEM fields with an emphasis on les- bian

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

and recently tenured faculty to support each other in navigating academic careers; and a three-year reform effort in which Finnish engineers and architects engaged in participatory approaches topromoting sustainable development in engineering education countrywide [7]. Other approaches seekingto draw on collective expertise and participatory action have been used in Adams et al.’s Design ThinkingResearch Symposium, featuring a shared data-set analyzed by an interdisciplinary group of participants[8], Walther’s early formulation of interpretive research methods [9], and Paretti and McNair’sparticipatory panel sessions for the 2012 NSF EEC Grantees meeting [10]. Each of these applications ofthe unconference model have focused on areas of

Conference Session

NEW SESSION Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Gretchen Achenbach, University of Virginia

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

of the statements youmay hear about women or underrepresented groups in computingCSTeachingTips.org - Colleen Lewis at Harvey Mudd has developed a scenario-based gamefocused on inclusive teaching – you can download scenario cards (which include suggestedresponses) here http://csteachingtips.org/tip-sheets 19In groups of 3-5, pick a scenarioIn about 10 minutes, we’ll come back together and discuss with the larger group.(Creative Commons Image: Mike Lietz) 20

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

performance. We are interested in helping ourstudents develop into inclusive leaders who promote a positive relationship between diversityand performance. A critical first step is for our students to value diversity and to be aware ofhow variations in surface- and deep-level characteristics can shape a team’s performance andhow the quality of the experience for each person on the team. Therefore, in this study, weexamined whether students valued the diversity of their group members and their variedcontributions to their team’s effectiveness by asking the following research questions: RQ1 - How do students label their teams? RQ2 - What did students view as valuable within their team or team members?Methods: After receiving institutional

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Nrupaja Bhide, Purdue University at West Lafayette (PPI); Tamara Moore, Purdue University at West Lafayette (COE); Maeve Drummond Oakes, Purdue University College of Engineering; Allison Godwin, Purdue University at West Lafayette (COE)

II An Online Professional Development Aid forTeaching an Engineering Design-Based Curriculum in 8th Grade (Resource Exchange) Barbara Fagundes, Nrupaja Bhide, Tamara Moore, Maeve Drummond Oakes, Allison Godwin Turn the Lights On! is a project in partnership between EngrTEAMS and CISTAR NSF Engineering Research Center (see below for more information) that aims to teach 8th graders about renewable energy resources and sustainability through an engineering design-based STEM integration unit. To access the PD on The project includes the engineering design-based curriculum nanoHUB you can scan (Part I) and online professional development aid for teachers the QR code above or use interested in

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

Engineering Education at the University of Toronto, Canada (March 2021). Before that, she completed her MASc. (2015) and BASc. (2012) in Electrical Engineering at the University of Toronto.Andrew Olewnik (Assistant Professor) Assistant Professor | Engineering Education | University at Buffalo © American Society for Engineering Education, 2022 Powered by www.slayte.com Critical Review and Refinement of a Professional Development Survey for Engineering Undergraduates, Toward an Integrated Tool for Reflection Across the CurriculumAbstractIn this evidence-based practice paper, we aim to explore considerations for supporting theprofessional

Conference Session

Industrial Engineering Division (IND) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Specking, University of Arkansas; Shengfan Zhang, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IND)

Paper ID #40303An Analysis of Data Analytics Curriculum Development through an NSFResearch Experience for Teachers (RET) Program in ArkansasDr. Eric Specking, University of Arkansas Dr. Eric A. Specking serves as the Assistant Dean for Enrollment Management and Retention for the Col- lege of Engineering at the University of Arkansas. Specking received a B.S. in Computer Engineering, a M.S. in Industrial Engineering, and a Ph.D. in Engineering from the University of Arkansas. His research interest includes decision quality, resilient design, set-based design, engineering and project management, and engineering education

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ketan Thakare, Texas A&M University; Osazuwa John Okundaye Jr, Texas A&M University; Qing Li, The Embodied Learning & Experience LAB; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Paper ID #32309Design and Development of a Horizontal CTE Curriculum to PrepareStudents for the New Manufacturing Economy (Work in Progress)Ketan Thakare, Texas A&M UniversityMr. Osazuwa John Okundaye Jr, Texas A&M University Osazuwa is a first year PhD student at Texas A&M University. He is a part of the Texas A&M Embodied Interaction Lab (TEILab). His research is motivated by the idea of an embodied conception of the mind. He comes from an interdisciplinary background having earned a Bachelor’s degree in psychology and a Masters of Science in Visualization afterward. He is versed in engaging the

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi Morano, Lawrence Technological University; Susan Henson, Lawrence Technological University; Matthew L. Cole, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

collected from the Entrepreneurial Minded Learning (EML) survey, anoriginal forced-choice rapid self-report questionnaire administered throughout the curriculum.The EML survey measured three dimensions of EM: Curiosity, Connections, and CreatingValue. Students also participated in open-ended interview responses regarding their EM. Finally,students were directly assessed on EM via performance on a problem-based case study. Resultsdescribe the psychometric properties of the EML survey, the longitudinal growth of EM acrossthe four-year curriculum, and tests of the effect of the curriculum on the development of EM.Recommendations for EM curriculum development within engineering programs are presented,as well as recommendations for future research