Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs

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. The IMPACT Mentoring Program The NSF IMPACT mentoring program began in Fall 2015 with the intent of serving as aninnovative strategy to complement prevailing approaches that support career mentorshipopportunities of URM engineering faculty, while enhancing the career engagement of emeritifaculty who served as mentors to the URM faculty. The primary goal was to match emeritifaculty with URM faculty in order to support the mentees as they navigated university promotionand tenure processes and established a wider professional presence in their competitive fields viaa new mentoring and advocacy-networking paradigm. The paradigm was developed through anIMPACT MENTORING PROGRAM

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

David A Saftner, University of Minnesota Duluth

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morespecifically the founding members, have provided an atmosphere to inform and inspire new civilengineering faculty to climb Lowman’s ladder. This paper seeks to extend the vision of theworkshop for ExCEEd graduates and entice those who wish to improve their pedagogicalpractices in the spirit of the ExCEEd Teaching Model. The authors gratefully acknowledge thesupport of the entire ASCE ExCEEd family.Bibliography1. Lowman, J., 1995. Mastering the techniques of teaching. Jossey-Bass, San Francisco, CA.2. Estes, A.C., Welch, R.W., and Ressler, S.J., 2005. “The ExCEEd Teaching Model.” Journal of Professional Issues in Engineering Education and Practice, 131(4), 218-222.3. Estes, A. and Welch, R., 2006. “Lowman’s model goes to the movies.” ASEE Annual

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico

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. She is a member of the department’s ABET and Undergraduate Curriculum Com- mittee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone De- sign courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary E. Johnson Ph.D., Purdue Polytechnic Institute

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formerly known as the “FAA Design Competitionfor Universities” until August 2014 [14]. As quoted from the competition website [13], The Competition is managed for the ACRP by the Virginia Space Grant Consortium of Hampton, Va. This Competition challenges individuals and teams of undergraduate and/or graduate students working with faculty advisors at U.S. colleges and universities to consider innovative approaches related to airport issues. Students can win cash prizes for their winning innovative design solutions. First place winners present their work at a national award ceremony. Full details are provided in the competition guidelines.The evaluation criteria on the website are organized by section

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ghada M. Gad, California State Polytechnic University, Pomona

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Architecture (SciArc), she taught at the Technical University Berlin, the University of Auckland in New Zealand, and the University of California, Los Angeles (UCLA). Katrin joined the Department of Architecture at California State Polytechnic University, Pomona, in 2014. c American Society for Engineering Education, 2018 Architecture, Engineering, and Construction Interdisciplinary Senior Project Educational ModelAbstractThis paper presents a new educational model, developed in Cal Poly Pomona, in a senior projectto provide students in Architecture, Civil, and Construction Engineering, a full-roundedprofessional experience, in

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexis Papak

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alternative constructions of stakeholders.Literature Review Much of the curricula engineering educators have developed has focused on micro-ethical issues such as designing safe products, not accepting bribes, and abiding as an individualto professional codes of ethics (Herkert, 2005). Herkert has described the need for curriculumthat engages with macro-ethical concerns such as engineers’ sociopolitical responsibility andconsideration of how their practices affect multiple stakeholders. He has argued that consideringthese concerns is essential so that engineers can be given tools that will enable them to deal withcomplicated ethical issues that arise in their roles (Herkert, 2005). Some scholars have begun examining the ways stakeholder

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Reeping, Virginia Tech

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development, information asymmetry in higher education processes (e.g., course articulation), and issues in first year engineering.Dr. John K. Estell, Ohio Northern University Dr. John K Estell is Professor of Computer Engineering and Computer Science at Ohio Northern Uni- versity, providing instruction primarily in the areas of introductory computer programming and first-year engineering. He has been on the faculty of the Electrical & Computer Engineering and Computer Science Department since 2001, and served as department chair from 2001-2010. He received a B.S.C.S.E. degree from The University of Toledo and the M.S. and Ph.D. degrees in Computer Science from the University of Illinois at Urbana-Champaign. Dr. Estell

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert B Austin P.E., Bowling Green State University

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’ progress should be more closely monitored (as evidence in the need for reminders on critical resources and due dates) 3. Pursuing interdisciplinary training form other departments, such as the library on research resources 4. Introducing graded preview exercises to encourage advance preparation for lecture sessions 5. More deeply explore method to effectively increase student engagementBGSU’s President Rogers has shared that instructional practices at the university will strive tomove beyond fundamental active learning approaches of group projects, class participation andflipped classrooms to creating new knowledge. This charge is within the reach of ConstructionManagement faculty, as we strive to better prepare our students for an

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole L Ramo, University of Michigan

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relatively low in undergraduate STEM courses [12], [15], [18], [21]. One of the mostcommonly reported reasons instructors give for their hesitancy to employ the “flipped” model isthe amount of time and planning required to restructure their course [12], [15], [18]–[21]. This isan especially poignant concern at large research universities where this time may take away fromresearch activities critical to promotion and tenure [15]. Reviews of the “flipped” classroommodel have reported the time, effort, and resources required to create effective out-of-classinstructional materials as “intense” [19], “significant” [21], and “considerable” [24]. Another ofthe most commonly reported instructor concerns is that of student resistance. Traditional