Conference Session

Ocean and Marine Division (OMED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeroen Pruyn, Delft University of Technology, Netherlands

Tagged Divisions

Ocean and Marine Division (OMED)

Paper ID #39777BSc Maritime Technology Curriculum Revision: What Will the Future NavalArchitect Look Like?Dr. Jeroen Pruyn, Delft University of Technology, Netherlands Jeroen Pruyn is an assistant professor in Maritime Operations and Management (MOM) at Delft Uni- versity of Technology in the Netherlands. The field of MOM-bridges the gap between economics and engineering with a focus on the maritime sector. He currently acts as Director of Studies for the Bache- lor of Marine Technology at TU Delft and works on improving knowledge retention and commitment of students. ©American Society for

Conference Session

Ocean and Marine Division (OMED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leigh S. McCue, George Mason University; Erin Hagarty; Jill K. Nelson, George Mason University; Cameron Nowzari, George Mason University; Ali Khalid Raz, George Mason University; Jessica Rosenberg, George Mason University; Daigo Shishika, George Mason University; Cynthia Smith, George Mason University; James Yang

Tagged Divisions

Ocean and Marine Division (OMED)

. Wire Stripper (1) 7. Knife (2) 10. 12 ft Tape Measure 4. Solder Wick (1)Table 1: Parts lists for BLIMP student and teacher kits. Lists with vendor links available at [5].CurriculumAs described in [1], the original curriculum developed for this program consisted of three structuralengineering lessons, three aero/hydrodynamics lessons, two biologically inspired propulsionlessons, one lesson on system design and integration, and one lesson on swarm dynamics andagent-based modeling. The developed curriculum utilized components of the BLIMP kit, or theBLIMPs themselves, to teach students about fish and robots, from how they are built to how theymove. Content was aligned to Next Generation Science Standards [6] and

Conference Session

Ocean & Marine Engineering Division Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Brahan, US Coast Guard Academy; Thomas W. Denucci, United States Coast Guard Academy; Jaye Falls, United States Naval Academy; Paul H. Miller, P.E., United States Coast Guard Academy; Peter A. Sousa, United States Coast Guard Academy

Tagged Topics

Diversity

Tagged Divisions

Ocean and Marine Division (OMED)

activity that includes STEMdevelopment is widespread in North America. An umbrella organization, the Teaching WithSmall Boats Alliance [3], serves as a clearing house of relevant information. The organizationhas hundreds of programs and individuals as members and “is committed to sharing knowledge,ideas, and best practices about leadership and program development, hands-on building projects,boat use, and integration of maritime-based lessons into school curricula.” These programsprimarily focus on K-12 or adults.Course Description and Construction RequirementsWhile the goals and populations served for the project differ between the two institutions, thecourses share many similarities, primarily in the course requirements, product, and

Conference Session

Ocean and Marine Division (OMED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gregory Murad Reis, Florida International University; Luana Okino Sawada, Florida International University; Paulo Padrao, Florida International University; Jose Fuentes, Florida International University

Tagged Divisions

Ocean and Marine Division (OMED)

-solvers 4 .In this paper, we present an educational intervention that combines data science/AI instructionwith real-world data from marine robotics data collection missions in Biscayne Bay, Florida. Ourgoal is to investigate how this approach influences student engagement, learning, and motivationin AI and machine learning. We hypothesized that students would find the experience moreengaging and would show increased interest and confidence in applying data science skills,compared to learning with abstract examples. This paper presents the results of apost-intervention survey and discusses the implications of integrating real environmental data intoAI education. By shifting the focus toward educational outcomes, we aim to demonstrate howreal-world

Conference Session

Ocean & Marine Engineering Division Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vincenzo Antonio Ventricelli, SUNY Maritime College; Paul M. Kump, SUNY Maritime College; Van-Hai Bui

Tagged Divisions

Ocean and Marine Division (OMED)

ability to design,implement, and troubleshoot ML systems will soon be in high demand [1]. The time is now formaritime educational institutions to adapt accordingly to maintain relevance and continuegraduating in-demand maritime professionals.In this paper, we present an undergraduate maritime-focused course in ML. The main componentof our course, and the major contribution of this paper, is our design of several maritime-specificmini coding projects for addressing course learning objectives and ABET criteria, as well asengaging students. The following three components comprise the programming environment ofeach mini project:• Colab: A product of Google that allows users to write and execute Python code through the browser, integrating it