Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

repeated in ECS 101 in the Fall. For statistical analysis, data were lumpedinto two groups reflecting the cohorts before the course redesign (2011, 2012) and the cohortsafter (2013, 2014). Comparisons were made using t-tests for equal or unequal variance and datawere determined to be statistical significant at p-values less than 0.05.Results and DiscussionIn 2011 and 2012, a total of 56 students enrolled in the Engineering and Computer Sciencesummer bridge program. All of these students enrolled in and successfully completed thesurvey-style Engineering seminar course that was then offered. These students were a verydiverse group, with respect to race and ethnicity. In 2011-12, 64.3% of the students enrolled inthis program were under-represented

Conference Session

Curricular and Non-curricular Models for Diverse Learners in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Stacey D. Garrett, Clemson University; Stephanie G. Adams, Virginia Tech; Jamora Hamilton, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

occurs during interpretive research, we offerthe following reflections regarding our backgrounds, “conceptual baggage”13 and insights relatedto this research.Julie’s career vision is to be a national catalyst for increasing the diversity of students inengineering, and to help all students—particularly those who are underrepresented— achievetheir academic, professional and personal goals. She is a faculty member at a predominantlyWhite institution, where she has taught large-enrollment freshman and sophomore levelengineering courses. In her previous position at a diverse institution, she was the foundingwomen-in-engineering program director and director of recruitment and retention. Her studentaffairs and teaching experience, combined with her

Conference Session

Practical Teaching in Manufacturing - 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samuel H. Huang, University of Cincinnati; Sam Anand, University of Cincinnati; Manish Kumar, University of Toledo; Imelda Castañeda-Emenaker, University of Cincinnati

Tagged Divisions

Manufacturing

Engineering Education, Vol. 19, pp. 747-753. 5. Ramos F, and Espinosa E, 2003, “A Self-learning Environment Based on the PBL Approach: An Application to the Learning Process in the Field of Robotics and Manufacturing Systems,” International Journal of Engineering Education, Vol. 19, pp. 754-758. 6. Smith TL, and Janna W, 2003, “Reflection on Scholarship of Integration as a Model for PBL in Undergraduate Engineering Education,” International Journal of Engineering Education, Vol. 19, pp. 730- 733. 7. Newman M, et al., 2003, “A Systematic Review of the Effectiveness of PBL – Results of a Pilot Study,” American Educational Research Association Annual Conference, Chicago, IL, April 2003. 8. Dennis JK, 2003, “Problem

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lori Sowa P.E., University of Alaska Fairbanks; Denise Thorsen, University of Alaska, Fairbanks

Tagged Topics

NSF Grantees Poster Session

on labs and homework. Mini-quizzes were given at the beginning of most class sessions to gage students’ conceptualunderstanding of the material.MethodsThe overall study design includes mixed-methods; however, the majority of the qualitativeportion of the study design and data collection will be described in future papers. Students wereadministered online surveys composed of Likert-scale and open-ended questions. The surveyinstrument was designed to measure students’ video use patterns, ease of video accessibility,preferences for study media, and social capital indicators along with demographic information.Although the survey was generalized as much as possible, specific questions within theinstrument were adjusted for wording to reflect the

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

disciplinesmeaningfully” (p. 2).Engineering education, at any grade level, cultivates competences that are useful beyond theacademic context. Ioannis N. Miaoulis5, founding director of the National Center forTechnological Literacy (NCTL), writes “I use my engineering training constantly to solveproblems far removed from engineering, such as dealing with personnel issues or fundraising”(p. 39). The content of engineering allows students to make connections between their academicstudies and their daily lives. Engineering education trains students to think analytically, and touse their knowledge base to make improvements. As Author4 states “Engineering requiresstudents to be independent, reflective, and metacognitive thinkers who can understand that priorexperience

Conference Session

Engineering Management Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shekar Viswanathan, National University; Ben D Radhakrishnan, National University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

Councilof Excellence are the following (http://www.criticalthinking.org):  Active and skillful conceptualization  Analysis, synthesis, and evaluation  Observation, experience, reflection, reasoning and communication  Clarity, accuracy, and precision  Relevance, sound evidence, and fairness Many, if not all the SCL practices/methods, support and demonstrate one or more of theabove principles. The Council on Science and Technology at Princeton University has identifiedseveral methods of Student-Centered Teaching methods (also referred to as Student CentricInstruction, SCI). These methods range from small group discussions to case studies to computersimulations and games (or gamification: the process of

Conference Session

Systems Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Benneyan, Northeastern University; Corey Balint, Healthcare Systems Engineering Institute at Northeastern University

Tagged Divisions

Systems Engineering

the individualpatients, data analysts and MHAs may need to have a greater focus on what is going on at thewhole system level. These two distinct methods of thought help students develop a greaterappreciation and knowledge of decision making.Involvement in the Program As mentioned above there are numerous facets within the center that engender studentparticipation. These methods include: summer internships, co-ops, research, independentstudies, and capstone projects. At our center, experiential education is divided into twoprograms: summer internship and co-ops. The summer internship program includes springpreparation, a summer cohort experience working on several applied and research problems,and fall reflection and dissemination

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie Jorion, University of Illinois, Chicago; Brian Douglas Gane, University of Illinois at Chicago; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

per the exploratory factor analysis,a confirmatory factor analysis was run on the data. We first investigated the developer’shypothesized model using an independence model, in which none of the factors were correlated.We then tested a higher order model, which adds a single, higher order factor to theindependence model. The latter model fit the data better, with the performance indices within therecommended ranges. This result suggests that the concepts in CATS are differentiable but stillrelated in terms of reflecting a general conceptual understanding of the domain of statics, which Page 26.497.9supports the developer’s claims. These CFA

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Christopher Martinez, University of New Haven; Mark J Graham Ph.D., Yale University

Tagged Topics

NSF Grantees Poster Session

studiesand participating in the life of the university. Financial aid eligibility is determined based on theprevious year’s FAFSA that includes student wages in some cases that the student may haveneeded to earn in order to attend college. However because the student worked, their financialaid eligibility is reduced. This seems somewhat contrary to the purpose for the scholarship.Second, changes in a student’s EFC might result in a scholarship recipient’s eligibility changingfrom year to year. There have been instances where parents have needed to liquidate entire stockpositions in order to pay a tuition bill the year a recipient has received the ASPIRE scholarship.Because sale of the stocks is reflected in the following year’s FAFSA, this has

Conference Session

Reporting Out: Dissemination of Several NSF Projects of Interest to Two-Year Colleges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Jerry O'Connor, San Antonio College

Tagged Divisions

Two Year College Division

next program iterations includedIntroduction to Computing and then Introductory Physics as substitutes, along with self-pacedcomputer-based math enrichment programs such as Plato. The substitute courses did not providetransferable credits (for STEM degrees) however, and as enrollments remained flat we continuedto seek new program innovations. One of the annual modifications that turned out to be verypopular was a robotics project. This element has become a permanent fixture of the program.During this period a multitude of engineering summer bridge programs were introduced inalmost every school across the country and in our area 8,9,10, 11. The students had multiple choicesto spend their summers and enrollment reflected these competing

Conference Session

ECCD International Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joakim Sigurd Wren, Linkoping University

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

profile are in general satisfied, including the 30 %studying abroad. Many of the bachelor projects carried out abroad are located in emergingcountries which highlights the competence deficiency in countries outside the industrialized partsof the world.IntroductionThe general trend in society is towards increasing sustainability, including economic, social andenvironmental aspects. Sustainability is also related to corporate social responsibility (CSR),which can be referred to as the industry equivalent for businesses that intend to prosper in thelong run1,2, and is highly reflected also in engineering education3.There is an increasing demand on education in energy engineering in a broad sense, includinge.g. environmental technology and energy

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology; Julie E. Sharp, Vanderbilt University

Tagged Divisions

Engineering Ethics

with ambiguity andconflicting viewpoints.Ladenson recommends that instructors guide the discussion without dominating it, arguing, orlecturing. He also warns that the discussion may not cover every aspect of the case thoroughlyand, if so, one should “just accept” that outcome. It is helpful if the instructor responds to studentcomments,28 although Valenchik recommends that instructors should not give in to the“professorial urge to respond to every student statement.”32 Asking questions will help keep thediscussion on track, clarify any confusing statements, and emphasize especially cogentcomments.28 After the discussion, the instructor can summarize the major outcomes of thediscussion, reflect on relevant comments, and ask for student feedback

Conference Session

Software Applications in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maher M Murad, University of Pittsburgh, Johnstown; Brian L Houston P.E., University of Pittsburgh, Johnstown

Tagged Divisions

Engineering Technology

AASHTO design criteria and to produce professional drawings.  Students who utilized Civil 3D in design agree that they are the designers and that the software is only a tool to aid in the design process. Students also understand that the feasibility and quality of their designs reflect the ability and experience of the designer and not necessarily the software. A neat computer output does not necessarily mean a good design. In other words, the designer takes the credit or the blame for the quality of design.While additional comments were allowed, few were received. Of those documented, severalseemed to indicate both GPS and Civil 3D were productive and useful tools. o “Several jobs I have applied for called me

Conference Session

Civil Engineering Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Virginia Sisiopiku, University of Alabama, Birmingham; Robert W. Peters, University of Alabama, Birmingham; Ossama E. M. Ramadan, University of Alabama, Birmingham

Tagged Divisions

Civil Engineering

objectives and lectures/modules developed for thecourse reflect discussions and feedback received from the Southeast Transportation ResearchInnovation Development and Education Center led by the University of Florida and theSustainable Smart Cities Research Center at the University of Alabama at Birmingham. Theeducational resources developed were used as classroom training materials in a newly developedcourse that aimed at educating undergraduate and first year graduate students about sustainabilityplanning concept, design options, and rating systems. Students that completed the course wereexpected to do: 1. Be able to describe the role of transportation in sustainable development; 2. Be able to identify planning, and design practices for

Conference Session

ECCD Applications in Energy and Thermodynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, North Carolina A&T State University

Tagged Divisions

Energy Conversion and Conservation

of variances that could be minimized, but not completelyremoved from the data. For example, the time of day, daylight and the weather conditions, and theASEE Annual Conference, 2015amount of light transmitted through the windows are all variable that can only be controlled to somedegree during the project. Options to minimize the false readings of the light reflected is to take the foot-candle reading for the lights off and blinds up, and subtract it from the reading from the lights on and theblinds up. With this, the light reflected by the windows can be somewhat removed and not considered asa contributing factor in the lighting.Another variance in the project is the amount of lamps that were burn out during the data collectionprocess. In

Conference Session

Flipped Electrical and Computer Engineering Classrooms 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jason C Heikenfeld, University of Cincinnati

Tagged Divisions

Electrical and Computer

electrical engineering courses as well), but it is no replacement for repetition of key calculations that must be preserved in learning activities. Related excerpts from student feedback: 1. “Most of the band diagram concepts would have been difficult to grasp in a traditional lecture. It seemed like the video lectures helped, but actually drawing them out in class under different conditions (positive voltage applied to one side, currents in different locations, etc) really helped solidify the concepts.” 2. “Anytime the videos introduced a new equation to use… using it in class and breaking down each component helped clarify the most.” Excerpt from instructor’s own reflection

Conference Session

Computer Science, Computer Engineering, and Digital Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joanne Bechta Dugan, University of Virginia

Tagged Divisions

Electrical and Computer

electrical engineering, computer engineering and computer science students. DLD,as the course is locally known, has long enjoyed a reputation as a fun class, and it’s been apopular choice for non-majors as an elective. In recent years, rapidly increasing class size and amove to a larger lecture hall resulted in an increased barrier between the instructor and thestudents; students became more passive and absenteeism increased. Hence there was a need toincrease student engagement, to help overcome the barriers created by increasing class sizes, andto restore the sense of fun.DLD has been a topic of considerable interest at ASEE for many years and recent ASEEpublications reflect several trends. The prevalent use of hardware description languages (HDL

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

First-Year Programs

) Average Start of Semester 4.0396 3.4322 3.9299 4.0403 Average End of Semester 4.3990 3.6449 3.9650 4.1044 Difference (End ‐ Start) 0.3594 0.2127 0.0351 0.0641 P value (Rank Sum Test) 0.000*** 0.076 0.863 0.0065**These results may be a reflection of the ways in which each of the institutions addresses theengineering disciplines in the first semester. A prior study by Hoit and Ohland reported up to17% increase in retention based on the redesign of a first-year engineering course to focus ondisciplinary knowledge.9 The Urban Public institution’s first-year engineering program

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, School of Engineering Education, Purdue University; Matthew W. Ohland, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

misunderstandings in communication,factionalism, and disagreements between teammates 15–17. On the other hand, the great advantageof working in multicultural teams is that people from different backgrounds bring a broaderrange of perspectives, points of view and ideas to the team discussion that ultimate lead to morerobust, flexible and innovative solutions 15,18,19. Culture’s structural organization and practices are often reflected on team-member’sperspectives and expectations of team dynamics. In hierarchical, context-orientated cultures such Page 26.1177.2as China and Mexico, levels of authority are well defined and interdependence from others in

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Materials

redundancy. MSE-2 was removed because of redundancies withMSE-1 and to reduce the length of the final MSE-SE scale. MSE-3 was also removed forunclear wording (i.e., because of the initial use of the term qualities rather than properties).Because MSE-7 and MSE-8 were examining the same concepts as MSE-9, they were removedfrom the scale. MSE-10 was similar to MSE-11 and hence removed. MSE-16 was removed as itwas similar to MSE-15. After discussion, both MSE-17 and MSE-18 were eliminated becausethese concepts were emphasized in general chemistry classes. MSE-20 was also taken out of thescale because some of the course instructors did not believe the reflected content that wasadequately covered during the course (time constraints in certain sections of

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Benjamin W. Caldwell, LeTourneau University; Michael Helms, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Mechanics

other, the Mechanix system has very important contributions to make to learning, some ofwhich are already being realized. Student comments confirmed that Mechanix reinforced theproblem solving process, and offered incremental help throughout that process that studentsvalued (although students did suggest help messages could be more clear.) The software’sindication that a problem was correct up to a certain point helped students focus their learning;they did not have to backtrack to check that an earlier error was propagating to the final answer.Students expressed that this was especially helpful for complicated problems, but for simpleproblems Mechanix was no better than paper and pencil. Students also reflected that while theyfound sketching

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

these factors, it is common for themto interrupt their academic progress for a semester or two, and pick it up later (or even drop it). Inaddition, these students can only take one or two courses each semester. However, for those whopersevere, they are usually more motivated and often possess a genuine interest to learn theengineering concepts. Furthermore, the online learning environment is conducive to a morereflective mode of learning in which students take time to reflect and relate course materials totheir own professional and life experience [12,13]. Many of our colleagues with long careers inengineering education feel that these students are a joy to teach and some are their best students.Another triumphs of the program is the use of

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

their professional career Page 26.1236.2objectives in a civil engineering-related field.”[4] Reflective of these mission statements, thereexists common desire for classes and material covered within the education plan of civilengineering students to prepare them for the profession after they graduate.Universities generally undergo ABET certification because, as noted in the ABET website,“accreditation is proof that a collegiate program has met certain standards necessary to producegraduates who are ready to enter their professions.”[5] For students, accreditation of a programmeans that the school “knows their profession's dynamic and emerging

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Craig Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Computers in Education

difficulty. The “HW Score” is the score that the student will actually receive for this homework (a constant factor multiplied by the Mastery Score, capped at 100%). The “Do a recommended question” button will take the student to a randomly chosen question with a high recommendation rating, or they can click on a specific question to do it directly.the student has a mastery score that reflects PrairieLearn’s estimate of the student’s ability on thishomework assignment. To increase their mastery score, the student must answer questionscorrectly, in any order they choose. A student can attempt a question as many times as they like(whether answering correctly or incorrectly), but question parameters are randomized on

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Loken, Pennsylvania State University; Zita Oravecz, Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park; Fridolin Jakob Linder, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

determines the lower asymptote as θgoes to negative infinity. For questions where there is no chance of guessing, setting cj = 0yields the two-parameter logistic model (2PLM), whereas making the assumption that allquestions have the same aj yields the Rasch model (1PLM). Extensions to settings with multipleresponse options or where θ is multidimensional are available, but we will focus only on the caseof dichotomous responses reflecting a unidimensional underlying construct.If the question parameters are known, as is the case for a test composed of well-researched andvalidated items, then estimation of student ability level is a straightforward single variable

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Carla D Hunter, University of Illinois, Urbana-Champaign; Kathryn B. H. Clancy, University of Illinois, Urbana-Champaign; Ayesha Sherita Tillman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

consistent with literature on introducing conceptsof race as a social construction to college-level classes13. Therefore, we sought to find a differentway to engage students on issues of race that broadened the conversation to issues ofenvironment, socioeconomic context, and marginalization/privilege for the second year of theexperiment.Using science to achieve health equity. Ethnic minorities are more likely than Whiteindividuals to receive poor health care14, 15. These disparities in key areas of health, whilealarming, reflect the realities of ethnic minorities’ social environments (i.e., racism,discrimination, and race-related stress), and are not simply the consequence of individualbehaviors and choices16. Bronfenbrenner’s Ecological Systems

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Gonzaga University, Spokane

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-expandedconstructs of false thinking and Bodenständigkeit or autochthony – sometimes calledgroundedness. These two constructs can be readily applied to the enterprise of engineeringeducation to better situate the engineer in the world and to discuss his place relative to his role insociety, his job, his colleagues, and related institutions. While there are many tools to evaluateengineering thinking and even emergent ones to evaluate divergent and creative thought, tools toevaluate the lack of thinking or thoughtlessness are not pervasive. Heidegger’s philosophyprovides reflections to better understand false thinking, grounded thought, and potentially aconstruct for delimiting thought or thoughtlessness – three constructs from which our moderntechnological

Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; David B Kanipe, Texas A&M University

Tagged Divisions

Aerospace

ThreeAbstractThree years ago, Texas A&M University held a summer camp to improve outreach to highschools and encourage interest in aerospace engineering. A critical evaluation three years laterevaluates the successes and revisions by the department. In an effort to improve the studentexperience, each subsequent camp reflects on lessons learned from previous camps, and thelatest camp is no different.In early years, additions included having practicing engineers participate in camp and integratingdifferent design tracks using a systems approach. In the most recent version of the camp, thestructure was modified significantly to accommodate additional students and provide anadditional field of interest. In addition to the previous aircraft and rocket tracks

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Divisions

College Industry Partnerships

elements: purpose, compensation,and a definite period of prior service in the institution.” We shall discuss each of these elementsin turn.Purpose: Bennett and Krueger3 claim “sabbatical leaves for faculty are important (to theindividual) because they serve to promote their professional development by providingopportunities for reflection, artistic creation, research, innovation in teaching, and professionalexploration.” Sabbatical leaves with industry for engineering faculty, from the point of view ofthe institution, is a form of personnel exchange. ASEE4 has taken a position that “time spent byengineering faculty and graduate students in industry can enhance transfer of new technologiesto industry, as well as provide practical experience and an

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

different disciplines (electrical, mechanical, etc.) to work in anenvironment that reflects how engineers work in the real world. Our vertical integration methodenables sub-cohorts from different years to work together on different stages of projects in a PBLsetting. The objectives of the SPIRIT program will ensure an interdisciplinary environment thatenhances technical competency through learning outcomes that seek to improve critical skillssuch as intentional learning, problem solving, teamwork, management, interpersonalcommunications, and leadership.Support for the student scholars participating in this program incorporates several existingsupport services offered by the host institution and school, including a university productdevelopment