Collection

2024 South East Section Meeting

Authors

Ramana Pidaparti, University of Georgia; Zonila Robinson

this lesson allowedstudents to engage in completing hands-on activities and further enhanced their learning and un-derstanding of social studies concepts.AcknowledgementsThis research was supported by the National Science Foundation’s Innovative Technology Experiences for Studentsand Teachers (ITEST) program under award numbers DRL–1949384 and DRL–1949493. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect theviews of the National Science Foundation.References1 Enz, T. 2019b. Artificial Intelligence at Home and on the Go: 4D an Augmented Reading Experience. The World of Artificial Intelligence 4D Series. Capstone. ISBN 9781543554748.2 Enz, T. 2019a

Collection

2024 South East Section Meeting

Authors

Dipendra Wagle, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Robby Sanders, Tennessee Technological University

ofstudents and total projects represented in this analysis from both semesters in the analysis. Table 1: Overview of Data from Semester 1 and Semester 2 Semester 1 (pre-EOP) Semester 2 (post-EOP) Total Projects 20 11 Students 60 33This comparison focuses on general distribution data from this rubric to understand differences inthe way students incorporated the EOP principles as part of their prototype of innovativetechnology. The rubric that was utilized reflected students’ performance at five levelsrepresentative of Poor to Excellent, with each integrating more elements of the Learning Outcomesassociated with

Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

within STEM degrees.Intentional reflective exercises are woven into each workshop which links the growthover the year.The program is financially supported by the Provost with funding for Graduate Studentsand shared financial budget responsibility from the Dean of Engineering and Dean ofArts & Science. A Grant from the Clare Boothe Luce Foundation supports scholarshipsfor two student scholarships to develop programming and support the mentoringprogram workshops. We also have a unique housing situation at the university wherestudents can write proposals to live under a proposed theme. A group of seniormentoring participants are organizing and facilitating the monthly social events at theiruniversity house.Funding sources isn’t an intentional

Conference Session

Track 7: Technical Session 5: TechArts & Crafts: Supporting STEM Capital Development for Marginalized Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Shaundra Bryant Daily, Duke University; Sandra Roach, Duke University; Alia Carter, Duke University; Raeven King; Mark Nabeta

Tagged Topics

CoNECD Paper Sessions, Diversity

media and at their stores. This community-rooted brand signaling STEM as cool and credible can shift mindsets. 14 Path Forward- By providing alternative pathways to engage with STEM content and see oneself as belonging in STEM, embracing role models with shared identities, and aligning with our partner to validate STEM as a viable field, we expect that participants will gain experiences that shape positive STEM identities and build STEM capital.- There is still immense work ahead. Dismantling systemic barriers requires tenacity. But equipping passionate students with experiences reflecting their brilliance and belonging drives us

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

reasons why students did not persist within the programas it was designed. While we focus and separate our four themes as to why our participants didnot persist, it is important to note that multiple variables were also involved and intertwined inthe decisions that each of the participants made. For many, finances and COVID-19 influencedtheir life events, some pointed to a comparable pre-transfer program was more appealing, andGPA requirements pushed decisions and actions that provided time away to reflect and make thechoice to change careers.Life EventsFor students in the program, life events took varying forms. The first was that of a globalpandemic and other health issues that took them away from school or led to them facingacademic challenges

Collection

2024 South East Section Meeting

Authors

Tyler Kinner, Georgia Tech Research Institute; Sean Wilson, Georgia Institute of Technology; Avaye Raj Dawadi

Tagged Topics

Diversity

programmed into the Robotarium for additional practice navigating the robotsacross the testbed using point or turtle movement schemes. Throughout the pilot and at theconclusion, we solicited feedback from participating teachers on the student learning module, theblock coding website, and the experience of using the Robotarium for learning in the high schoolsetting.Module FeedbackAs mentioned previously, the goal of the module was to use the Robotarium as a vehicle forteaching introductory coding concepts. The module was primarily implemented in introductoryhigh school courses in computer science, which meant that many students had little prior codingexperience. Feedback around the module reflected this, with much of the feedback reporting

Conference Session

Track 5: Technical Session 3: Weaving Students into Engineering Versus Weeding Them Out: A Framework for Institutions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jenna P. Carpenter, Campbell University

Tagged Topics

CoNECD Paper Sessions, Diversity

/2020/nsb202015.pdf, accessedApril 20, 2021.US College Student and Faculty Diversity At the current pace of change: it will take 300 years for US college students to reflect the % of Native Americans and Blacks in the US population. It will take more than 1,000 years at the current pace to reach parity with regard to faculty diversity for all US universities. R1 institutions will never reach faculty diversity parity at current rate of change.Adedoyin, O. “Despite Renewed Commitment to Diversity, Colleges Make Little Progress, Report Says,” The Chronicle ofHigher Education, July 18, 2022. Declines in Population & College-GoingWe are in the midst of a two-decadedecline in the US birth rate, with fewer& fewer high school

Collection

2024 South East Section Meeting

Authors

Robert GIll, Mercer University

theory, if narrated solutions are effective, examperformance should improve. There is a significant variability between the same exam indifferent semesters due to different questions and the addition or subtraction of content due to thepacing of the course. Effective teaching tools will lower the variability of understanding in aclass, which will be reflected in exam statistics. Thus, the standard deviation of exam scoresbetween semesters was also considered as a measure of impact.Results and AnalysisThe size of each class at the time of each exam is shown in Table 1. Number fluctuations are dueto students dropping out or taking that test with another section. Most fall and spring classes are20-30 students with some smaller classes in earlier

Collection

2024 ASEE North Central Section Conference

Authors

Joaquin Rodriguez, University of Pittsburgh

SustainableDevelopment (2005-2014)27. However, the field has been gaining increased importance andextended application in recent years, as reflected in some updated reviews28-30.Integration of green chemical engineering with traditional chemical engineeringThe implementation of sustainability into the engineering curriculum generally starts with theintroduction of some sustainability related topics in existing courses, to be followed potentiallyby an entire module or course, and then it may evolve into a full program26. At our institution,the University of Pittsburgh, we have experienced a fast development along this pattern. There isnow a wide spread of over one hundred sustainability focused or sustainability related coursesacross the various disciplines

Collection

2024 ASEE North Central Section Conference

Authors

Nada S. Al-Muntaser, Eastern Michigan University ; Suleiman A. Ashur, Eastern Michigan University

sinceAI is still in its initial stages of development and the issue of liability if an AI system makes amistake. The skill gap and training are required to prepare many workers on how to reflect AIsystems on their jobs.9 Finally, there are many ethical challenges the construction industryshould consider. Workers need to ensure that AI systems are used fairly, without bias, and withdue respect for human privacy. 10, 112. Study Objective This study aims to evaluate the effectiveness of integrating AI into BIM software forinnovative construction management and decision-making. The software assesses an existingbuilding designed to meet LEED standards. Furthermore, the study aims to compare theevaluation of energy consumption. This involves

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Howard P Davis, Washington State University

Tagged Divisions

Biomedical

documenting data used in risk assessmentand reduction, including: deriving a risk score, defining an action plan, revising the risk score,and specifying an outcome measure. During the class time, teams perform an initial riskassessment for a few hazards in their design, determine if these risks justify redesign, propose Page 23.1394.4design changes, and re-assess the risk. They then reflect on the importance of Prevention throughDesign and its value to themselves, their employers, and society in the future. The lesson endswith a quiz to determine how this lesson has affected individual students’ attitudes andunderstanding of Prevention through

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

multipleprobes33, 34. The open ended questions were developed to allow rich, deep descriptions ofparticipant’s experiences and beliefs35, 36. Distinctions between the protocols included ensuringthe questions were appropriate to capture participants’ perspectives relative to high schoolexperiences (either current or reflection). The final protocols captured information on theparticipants’ experiences during high school including reasons for choosing their career goals aswell as information related to the other constructs of the SCCT model. Detailed information onthe protocol development was previously documented37.ParticipantsAll high school and college participants were from one of nine counties located in thesouthwestern most portion of Virginia. The

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

standards, reflecting the increasing acceptance of engineering at the K-12 leveland its potential value to students. In addition to promoting outcomes that benefit all studentsregardless of career aspirations such as increased math and science achievement and greatertechnological literacy, K-12 engineering programs have been identified as a means of recruitingand retaining potential students in engineering.The growth of precollege engineering programs means that increasing numbers of incomingengineering students will have had some exposure to engineering prior to their enrollment inengineering programs. However, the impact of precollege engineering experiences onundergraduate engineering students is relatively unexplored. To address this lack

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lesia L. Crumpton-Young, The Center for Advancing Faculty Excellence; Anna V. Elde, The Center for Advancing Faculty Excellence; Kate Ambrose, University of Central Florida

Tagged Divisions

Minorities in Engineering

Landscape: Summary of a Summit, 57.11. Payton, F. C. (2004). Making STEM Careers More Accessible. Black Issues in Higher Education, 21(2), 90.12. National Science Board. (2012). Science and Engineering Indicators 2012. Arlington, VA: National Science Foundation.13. Fifolt, M., & Searby, L. (2010). Mentoring in Cooperative Education and Internships: Preparing Proteges for STEM Professions. Journal of STEM Education: Innovations and Research, 11(1), 17-26.14. Packard, B. W. L. (2004). Mentoring and retention in college science: Reflections on the sophomore year. Journal of College Student Retention: Research, Theory and Practice, 6(3), 289-300

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Page 24.911.1 using pre- and post- concept inventories to assess improvement, an online reflection tool to assess pro- cess, and a grading rubric to assess the solution (general model and specific solution). We are identifying numerous problem solving processes used by the student teams, as well as the range of problems that c American Society for Engineering Education, 2014 Paper ID #10443 can be addressed, to determine how effective the various processes are relative to improved conceptual understanding. Collaborators Mary Besterfield-Sacre, University of Pittsburgh, Larry Shuman, University

Conference Session

An Examination of Methods to Enhance Transfer Student Enrollment, Retenion, Persistence, and Outcomes

Collection

2014 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech Department of Engineering Education; Inger M. Bergom, University of Michigan; Brian A. Burt, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Two Year College Division

student success is parental education levels, which appear to affectstudents’ likelihoods of majoring in science and engineering26 as well as their probabilities ofearning a bachelor’s degree in any field27.Academic preparation as reflected in high school GPA, high school class rank, and standardizedtest scores is also a significant predictor of college academic performance28,29. One early studyof more than 36,000 college students found that a student’s high school records and SAT scoreswere positively related to academic performance in college18. Similarly, data on over 1,000freshmen engineers at Penn State indicated that high school GPA and grades in calculus andphysics were the best predictors of persistence in engineering in the first two

Conference Session

Raise the Bar – Visions for the Future, Bodies of Knowledge, and Accreditation Vicissitudes.

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

statesof completion, have raised awareness of BOKs and have provided lessons in how todevelop and implement them.Numerous volunteers worked long and hard to develop the NSPE mission-vision-values,produce the NAE report, and initiate BOK efforts in various engineering disciplines. TheNSPE EBOK effort benefitted from those earlier efforts. This reflects a lesson learned asa result of ASCE’s development of the CEBOK. That lesson was to stand respectfullyand thankfully on the shoulders of others. 2The Body of Knowledge ConceptA profession’s BOK is its common intellectual ground – it is shared by everyone in theprofession regardless of employment or engineering discipline. The EBOK, as used inthis paper, is defined as the depth and breadth of knowledge

Conference Session

Spatial Ability & Visualization Training I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V Ernst, Virginia Tech; Diarmaid Lane, University of Limerick; Aaron C. Clark, North Carolina State University

Tagged Divisions

Engineering Design Graphics

(n) (n) 52 50 0 717.500 <0.0001ConclusionsThis study was conducted with the premise that forms of assessment can be extended orbuilt upon to reflect the needs and values of a discipline. Specifically, the researcherswanted to see if replacing the PSVT-VOR with one that uses pictures of everyday objects(i.e. Pictorial VRT), that by common everyday associations students might do betterusing images on visual-based tests. But, as the findings indicate it is just the opposite,students that participated in this study did statistically better using the traditionalgeometry or isometric drawing version of the same test that was repurposed witheveryday images.Based on the

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Karl A. Haushalter, Harvey Mudd College; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

Tagged Divisions

Educational Research and Methods

faculty Page 24.1006.2members, who taught in both conditions, also completed reflection papers related to theirexperiences. The following describes guiding research questions for the study.Research questions: 1. Do students in inverted classrooms spend additional time actively working with instructors on meaningful tasks in comparison to those students in control classrooms? 2. Do students in inverted classrooms show higher learning gains as compared to students in traditional classrooms? 3. Do students in inverted classrooms demonstrate an increased ability to apply material in new situations as compared to students in

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

courses contributed to their views of SR. Atthe small public university all of the civil and environmental engineering students worked on SL projects,but 21% still indicated that none of their courses contributed to their understanding of SR. These resultsseem to indicate that the impacts of courses on the SR of students may be more limited than instructorsintend. This may reflect a typical dichotomy between “what is taught” versus “what is learned”. It mayalso indicate that instructors should use reflective essays or in-class discussions to encouragemetacognition and thinking around how engineering can and should try to positively impact society andhelp underserved populations.26Ethics provides a counter example to the minimal impact of courses

Conference Session

Emerging Computing and Information Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles B. Owen, Michigan State University; Sarah Coburn, Michigan State University; Jordyn Castor

Tagged Divisions

Computing & Information Technology

rubber bands. Wire allowed the instructor tocreate links that reflected those on the drawing, with bends and a single, sturdy line. Rubber Page 24.1167.6bands allowed the student to modify the diagram herself. Roles were indicated on associationsusing smaller Post-it notes, also with Braille.A set of foam symbols was found at a local craft store that included several symbols close to theUML symbols used on edges. Figure 3 shows some of these symbols and their correspondingUML element. The zero, one, and star symbols represented the most common multiplicities.Inheritance was indicated using a triangle. Composition was indicated with the two

Conference Session

General Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Perry Samson, University of Michigan

Tagged Divisions

Computers in Education

’ learningprocesses, and reflect on their own teaching (Merceron and Yacef, 2005, Romero and Ventura,2007, Baker and Yacef, 2009, Baker, 2010) Several Educational Data Mining studies of student Page 24.1181.4behavior in online and other educational tools revealed differences between groups of students interms of such variables as level of participation in discussion boards (Anaya and Boticario, 2009),Questions & Answers boards, completion of assignments, and annotations (Zakrzewska, 2008,Anaya and Boticario, 2009, Macfadyen and Dawson, 2010). Each of these studies has helped tovalidate these techniques as methods of identifying pedagogically interesting

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

succeed, and where institutions support such communities of learners.3 Higher education should produce new frames of understanding by piloting new ideas, tools, and approaches to keep students’ learning on the cutting edge.4In 2010 the Chester F. Carlson Center for Imaging Science, an imaging systems engineeringdepartment at the Rochester Institute of Technology, developed and implemented a newfreshman-level course, known as the Freshman Imaging Project, which embodies thispedagogical framework. While the architects of this new pedagogy wanted it to reflect the mostrecent research on STEM education, it was also built upon other fundamental beliefs. Forexample, the belief that first year students are capable of understanding advanced

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Alexander C. Yin, Pennsylvania State University, University Park; Amy L. Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Janice M. Margle P.E., Pennsylvania State University, Abington; Jill L. Lane, Clayton State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel P.E., Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

about students’ majors in Year 1 and Year 2 reflecttheir pre-major status or preferences. Retention data about students’ majors in Year 3 reflect themajor into which they were admitted after going through the Entrance-to-Major process. Becauseit reflects objective major status rather than preferences and is available for students exposed tothe three interventions, we focus on retention in Year 3 rather than on graduation rates. Math Tutoring OutcomesTo improve performance and retention in the foundational math classes for STEM majors, wepresent data on two math interventions administered for the eight semesters of the project. Fourcampuses instituted a 1-credit weekly tutoring class taken in conjunction with

Conference Session

Information Tools and Techniques for Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Paul Richards, Brigham Young University

Tagged Divisions

Engineering Libraries

referenced could easily be considered withoutleaving the spread. The results are remarkably consistent for Segui and McCormac, each withabout 66 proximity; these two books have the greatest market share for undergraduate steelcourses. Proximities in this neighborhood reflect the effort of publishers to keep referencedobjects on the same spread.Table 3 Proximities of referenced objects Proximity of Referenced Objects (%)Author(s) Same Page Facing Page Same Spread FurtherWilliam T. Segui 50.0 15.6 65.6 34.4Jack C. McCormac 50.0 16.7 66.7 27.7Louis F. Geschwindner

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe C. Guarino, Boise State University; James R Ferguson P.E., Boise State University; V Krishna C Pakala, Boise State University

Tagged Divisions

Educational Research and Methods

incompleteheader information provided by our students on their FE exams, we obtained data from only 72%of our students (134 out of 186). We wished to verify that the grade-point averages (GPA) of theexaminees reflected the overall cohort of graduates; however, the very high percentage of ourstudents taking the FE exam virtually assures a strong correlation using any statistical metric. Amore meaningful measure was suggested by Dr. Yonnie Chyung, an Instructional & PerformanceTechnology professor and expert in assessment techniques6. The approach we use to verify thatthe FE metric accurately measures all of our students is to compare the GPA distributionbetween all graduates and graduates who took the FE exam while they were students.ResultsA

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University, West Lafayette; Jeremi S London, Purdue University, West Lafayette; Jeeyeon Hahn, Purdue University; Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

to collect data from a variety of stakeholders, including undergraduate students,instructors, researchers, and administrators. The G-RATE provides feedback from multiplesources, including survey responses from students, real-time classroom observations, and/or theinstructors’ self-reflections. Here, the authors focus on the Observer function, which providesreal-time observations of pedagogical practices implemented by an instructor. For the purposesof this study, videos of classroom interactions were used to simulate the environment theimproved tool will be used in for future studies. In the future, this tool can be used to conductreal-time observations or to conduct analysis using video recordings of previous classes.Overview of the

Conference Session

Instrumentation Technical Session III

Collection

2013 ASEE Annual Conference & Exposition

Authors

Asad Yousuf, Savannah State University; Alex Wong, Digilent Inc.; Derek W. Edens

Tagged Divisions

Instrumentation

, anacquisition of a large number of these mobile Analog Discovery modules for an introductoryclass shall prove to be quite an “ideal” solution. This will give the students an opportunity to testand design circuits at a time and place of their own choosing. Students would typically receive aserialized Analog Discovery station for a given semester and return it back to the departmentfully tested and in working-condition. If the stations are not in working-condition then thestudent’s school account will reflect charges for the replacement. Students may also choose toorder their initial device and supplies directly from the manufacturer.In Electric Circuits I following labs are conducted: 1. Series/Parallel DC circuits 2. Superposition Theorem (DC

Conference Session

Instructional Innovations and Global Issues in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P. Mwangi P.E., California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

industrypartners and student site visits were very helpful in delivering the course concepts to thestudents. It was important not to repeat material covered in the prerequisites but to build on theprerequisites as a means of determining best option based on economy, easy of construction andenvironmental issues.As engineering educators, faculty should not be afraid to introduce new courses or modify theexisting courses to reflect the ever changing technology and society needs.Bibliography 1. Accreditation Board of Engineering and Technology (ABET), “Criteria for Accrediting Engineering Programs, 2012-2013”, http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3143. 2. Charles M. Vest, “Educating Engineers for 2020 and Beyond”, March

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo Ph.D., University at Buffalo, SUNY; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Timothy W. Simpson, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Adam R Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell, Northwestern University; Steven B. Shooter, Bucknell University; Marie C Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Christopher B. Williams, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Education and co-director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the