Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colleen Janeiro, East Carolina University; Teresa J Ryan, East Carolina University Department of Engineering ; William E Howard P.E., East Carolina University

Tagged Divisions

Engineering Ethics

studies of theirchoice. Each week, two to three presentations were followed by general discussion. Studentscompleted a short synopsis form that included a summary of the main points and the keytakeaway for each case. At the end of the semester, the students wrote personal reflection paperson what they learned in the course during the semester. Leaving the choice of the cases discussedto the presenters (both guest lecturers and students) resulted in inclusion of cases beyond theclassic examples (e.g. the Challenger, the Ford Pinto, the Hindenburg, the Titanic). Some of theless widely discussed failures presented included the groundwater contamination at CampLejeune, North Carolina, the structural failure of the Skyline Tower in Washington, D.C

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

framework primarily through a series ofwritten assignments.This year, the instructors aimed to enhance students’ understanding of the PE framework anddevelopment of critical thinking skills through a collaborative team project investigating vectors.Students mapped out paths on campus using a tape measure and compass, then described theirpaths using vectors. They were asked to reflect critically on the results, considering sources oferror in their measurements, and write a team report explicitly addressing elements from the PEframework.Student surveys conducted at the end of the semester suggested a better student impression ofcritical thinking development as a result of the added vector assignment compared to previousyears with only written

Conference Session

Focus on the Classroom: Innovative Pedagogies

Collection

2016 ASEE Annual Conference & Exposition

Authors

David I. Spang, Rowan College at Burlington County; Kathryn E. Strang, Rowan College at Burlington County

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

accompanyingrubric(s), reviews them with the assessment coordinator, and meets with, trains, and collectscompleted assessments from all instructors who teach the course. The assessment chair alsomeets with and receives feedback from the instructors and constructs a reflective summary forthe course. The chair then compiles all of the assessment results, including the reflectivesummary, and transmits them to the assessment coordinator.At the discretion of the assessment chair (and approved by the assessment coordinator),assessment devices may include qualitative, quantitative, and/or mixed direct and indirectmeasures. Rubrics are used to assess essay questions, projects, portfolios and presentations, andthey are provided to the instructors who conduct and

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher E Hartman, University of Maryland, Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Abbas H Diab P.E., Research Assistant UMES

Tagged Divisions

Aerospace

, reflective observation,abstract conceptualization, and active experimentation framework of Kolb’s experiential learningparadigm. It is anticipated the paper will serve as a reference document for those experiencingsimilar issues with small UAV based aerial imaging efforts.Project based Interactive and Experiential LearningIn order to aid in the differentiation of learning activities Chi [1] proposed a taxonomy forclassification of active, constructive, interactive. Active learning activities have been defined asdoing something physically. Constructive learning activities include the overt actions ofhypothesis generation, explanation and elaboration, planning and prediction of outcomes, as wellas integration and synthesis of concepts. Cognitively

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Zakzewski, The University of Scranton; Mark Robert Murphy Sr., University of Scranton, Director of Sustainability; Michael Mahon Ph.D., Abington Heights School District

Tagged Divisions

Community Engagement Division

serve community interests and to developcareer awareness. Lima1 describes key components of service-learning as: service for thecommon good, academic content, reciprocity, mutual learning, and reflection. Thus, effectivelearning can be accomplished through action, interaction, and reflection.Research has shown that well-designed service-learning experiences have a positive impact onlearning and developmental outcomes for students2,3,4. Astin et al (2000) provides acomprehensive study that shows participation in service positively impacts student academicperformance, self-efficacy, leadership, choice of career, and service participation aftergraduation3. Their report indicates that the positive effects of service-learning are strongly

Conference Session

Construction Project Delivery and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

MaryEllen C. Nobe, Colorado State University; Rodolfo Valdes-Vasquez, Colorado State University

Tagged Divisions

Construction

. Interestingly,the importance of evaluation to successful management of a construction project is very similarto the importance of self-evaluation to students’ academic success, especially during their firstyear of college7.During their first year of college, students are faced with many changes that they are often notequipped to handle2. Students’ academic success often depends on how successfully and quicklythey learn to navigate these changes during their first year of college6,8. The development of self-reflections skills has been identified as a significant contributor to both their academic andprofessional success7. However, it is often assumed that students will learn these skills while incollege and that no specific instruction is needed in this

Conference Session

Student Recruitment and Retention in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Durkin, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

Theory (ELT). Experiential learning was introduced byJohn Dewey in 1938, and later refined by Kurt Lewin and David Kolb. Dewey describedlearning as a process of participating in an activity, reflecting on that experience and later usingthe conclusions when doing other activities.3 Lewin, a social psychologist, believed that thechallenge of modern education was how to implement “concrete experience” based on Dewey’sprocess.4 Kolb unified the process in 1984 as the “Experiential Learning Cycle”, which connectsthe four actions of learning.4 Kolb’s cycle depicts experience explained by reflection, reflectioncreating new concepts, and new concepts used to plan new experiences. He refers to the cycle asconcrete experience (CE), reflective observation

Conference Session

Multidisciplinary Capstone Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Gretchen A. Mosher, Iowa State University; Ann M Gansemer-Topf, Iowa State University ; Tejas Dhadphale Ph.D., Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

benefits and challenges of creating a multidisciplinarysenior capstone course from the perspective of engineering faculty. From this study five overallthemes emerged: 1.) multidisciplinary courses reflect real world, 2.) students are primarybeneficiaries of multidisciplinary courses, 3.) current university structure and organization cancreate obstacles, 4.) senior capstone is a critical component in engineering education, and 5.)dedication of resources. The paper will conclude with recommendations for working with facultyto create a more multidisciplinary learning environment for students and initial thoughts on thenext steps in the development process.Capstone as Part of Engineering EducationThe requirements of a 21st-century engineer are

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Pre-College Engineering Education Division

for Engineering Education, 2016 Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning CourseAbstract: This paper documents new engineering focused curricula for an undergraduate LiberalStudies course directed at future K-12 teacher candidates. The engineering design process isintroduced to students within the context of a Project-Based Learning environment. Students arepresented with engineering design challenges for which they must generate possible solutions,ask questions, seek information, reflect on project directions, and finally develop an artifactrepresenting their design solution. Course learning objectives are centered on applying theengineering design process

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

aninternational branch campus in the Middle East. Over the course of three semesters, a technicaland business writing course was redesigned by integrating prototyping, collaboration, andentrepreneurship skills.Drawing upon survey data, we evaluate the effectiveness of our interdisciplinary, integratedapproach to engineering education. From the perspective of writing and communication, studentsgained a stronger understanding of workplace audiences and expectations. Additionally, theexperiential learning focus in the course engaged students in deeper reflective practices in bothwriting and engineering.We conclude with recommendations for others redesigning courses and curricula for 21st centuryliteracies and global entrepreneurship. We also examine future

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Congying Wang, Purdue University; Tikyna Dandridge, Purdue University; Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Carol A. Handwerker, Purdue University

Tagged Divisions

Pre-College Engineering Education

sustainability. In this study, a constructive educational module ofsustainability was integrated into a K-12 industry-oriented curriculum at a public middle school asa practice to introduce the societal, economic, and environmental mindsets to pre-college studentswith reduced technological content. Data collected are instructor’s reflections for the module thatlead to a summative critique of the outcomes and improvements. This study provides theengineering education community the evidence that middle-school youth can well perceivesustainability framework and the insights for researchers who are looking to integrate sustainableengineering to pre-collegiate engineering settings.Keywordscurriculum integration, K-12, sustainability, course design, societal

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meredith Welch-Devine, University of Georgia; Ramana Pidaparti, University of Georgia; K. Paige Carmichael, University of Georgia; Janet E. Rechtman, University of Georgia; Brandy B. Walker, University of Georgia; Julie A. Coffield, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

training model is to impart the following competency themes:interdisciplinary mindsets; community engagement; understanding self as a leader; professionalidentity; and STEM scholar leader. First cohort of graduate students was recruited in summer 2016.After students completed the training model, the assessment and reflective student posts indicatedthat students indeed do develop most of the competencies. Based on our preliminary experience,specific scenarios for community collaboration as well as challenge projects should be explored tofurther promote competencies in graduate education.KeywordsGraduate Education, Training Models, Competencies, Leadership, Community, Engagement 1IntroductionRapid

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Lee Ann Jerome Clements, Jacksonville University; Cindy Leong; Misha M. Chalkley; Crandall Maines, Jacksonville University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

that emphasizes student discovery. Scholars are selectedannually based on academic ability and financial need. Faculty mentoring, tutoring, peer studygroups, college survival skills training, career development, and undergraduate researchexperiences are all tools to help the scholars. Some MEP Scholars are actively participating inthe following research projects: 1) Design and Development of an e-Health System, 2) Designand Development of an Electronic Health Records program, 3) Study of the Field Effect onCharge Transport through Conductive Polymers Injected in Vascular Channels of AngiospermLeaves, and 4) A 3D-printed desk organizer. In this paper, MEP Scholars briefly present theirprojects and share their thoughts and reflections about the

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

deployment of 15+ courses used at over 10 universities. In addition he leads the technical content for the Electrical and Computer Engineer capstone projects course at OSU. c American Society for Engineering Education, 2020 Longitudinal Study to Develop and Evaluate the Impacts of a“Transformational” Undergraduate ECE Design Program: Study Results and Best Practices ReportAcknowledgement: ​The authors are grateful for support provided by the National ScienceFoundation grant DUE 1347817. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation

Conference Session

Improvements in ECE Circuit Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eva Cosoroaba, University of Vermont

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

emission free power generation. Dr Cosoroaba’s current research interest is engineering education with focus on mastery learning, the effect of social networks in the classroom on student learning and efficient implementation of active learning. c American Society for Engineering Education, 2020 Helping Students Write it Right: Instilling Good Report Writing Habits in a Linear Circuit Lab Course I. IntroductionWriting is often not on the top of student’s priority list when it comes to their laboratoryexperience. This is reflected in the quality of the lab reports they submit. While grading andproviding feedback to students on these reports, the instructor often gets

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

and Mold Making program, leadingto an Associate of Applied Science degree.Identifying linkage to outcomes such as these is fairly common at the program and course level.In this study, the relevant skills are integrated at the assignment level as well. In courses whereassignments did not support these skills, assignments were added or modified as appropriate.For example: communication, critical thinking, and teamwork were integrated into laboratory(machining) sections through the use of individual and team based projects. These projectsrequired written plans, written evaluations at the conclusion, a reflective paper to cementlearning, and a presentation to the class and others.This paper will provide a detailed description of how this

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

backstory of one of their ownresearch publications (including works-in-progress) – the motivation behind the study,the theories that guided the study, the collaboration experience, the process of buildingand substantiating findings, the choices made to communicate the impact of the work,and the various failures and false starts experienced over the study timeline. Facultypresenters were also encouraged to share their mentoring philosophies and approaches toapprenticing protégés into the profession. For each faculty presenter, students read theprovided publication, posted a reflection using the discussion board tool on BlackboardVista™, and then participated in an open and informal discussion of the behind-the-scenestory of scholarly research in

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Matthew Campbell

the results to the public. Second, students will be able to use theportfolio not only to keep track of courses they have taken, but also to reflect on their Page 8.1293.1 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Educationdevelopment as engineers. This reflective aspect of the portfolio system will facilitate theadvising process between faculty and students and give the Department valuable information inassessing our effectiveness as educators. Finally, an electronic portfolio gives students a chanceto

Conference Session

General Topics in Graduate Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Perry’s theorywill be discussed and summarized based on a synthesis of current literatures. Justifications aboutthe methodology of applying Perry’s theory among the Chinese Engineering doctoral students inU.S. institutions will be presented.Conceptualization of Personal EpistemologyIn Kitchener’s discussion about cognitive processing and dealing with ill-structured problems, heproposed a three-level model including Cognition, Metacognition, and Epistemic Cognition7. Atthe first level, Cognition refers to an individual’s ability to read, memorize, compute, etc.Metacognition has to do with the monitoring of the first level processes; Epistemic Cognition isrelated with reflections on “the limits of knowledge”, “the certainty of knowledge”, and

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University

Tagged Divisions

Graduate Studies, Student

theunknown. I use the term ‘unknown’ to describe my situation at the start of my graduate studies.I was driven to make the most of my experience, but I did not know what I was looking for orwhat my path would look like. I present this autoethnography as an account of my experience inthe cultural phenomenon of navigating the unknown: searching to make the most out of mygraduate experience in a field that was unfamiliar to me.I define this work as autoethnography because I use myself as the primary data source, recallingmy memories and using my documented personal reflections, to explore how the culturalphenomenon of navigating the unknown has shaped who I am. As Chang1 states,“autoethnography is not about focusing on self alone, but about searching

Conference Session

Attaining Academic Leadership Positions

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beena Sukumaran, Rowan University; Chris S. Anderson, Michigan Technological University; Dianne Dorland, Rowan University; Sarah A. Rajala, Mississippi State University; Mary Roth, Lafayette College

Tagged Divisions

Women in Engineering

especially helpful for being successful in the position you are in?It is expected that this panel will be informative and insightful and provide a tremendousopportunity to ask our current academic leaders to reflect on their experiences and provideinsights to the future leaders of the academic profession. The panel will also highlight women inleadership roles in academia and address the specific concerns that women face. The panelistsalso discuss the various strategies that they employed in moving up through the academic ladderto leadership positions at their institutions and the challenges they faced. It is hoped that thepanel will serve as a suitable catalyst for women in academia to consider leadership opportunitiesas they become available

Conference Session

Curriculum in Electrical Power Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Shiyoung Lee, Pennsylvania State University, Berks

Tagged Divisions

Engineering Technology

Module GND (violet) GND Figure 2. Basic connection diagram for the Photologic® reflective object sensor from OPTEK TechnologyThe common position sensor is the OPB716Z Photologic® reflective object sensor from OPTEKTechnology. Six reflective object sensors are used to sense the position of carriage. Twomechanical limit switches sense the top and bottom of the elevator frame. The basic connectiondiagram is shown in Figure 2. An example of a student-developed connection diagram of theeight sensors and the 1746-IB16 digital input module is shown in Figure 3.The elevator display LED should show each floor number as a

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University; Marc Devries, University of Technology, Delft; Ammeret Rossouw, University of Technology, Delft

Tagged Divisions

K-12 & Pre-College Engineering

curriculumdevelopment. The panel consisted of six participants in the Delphi study plus two other expertswho had not been involved in the Delphi study (four engineering educators, four technologyeducators). Also, two of the researchers were present whose backgrounds were in the philosophyof technology and technology education. The process was as follows: first, the group reflected onthe contexts that came out of the Delphi study, and second, it reflected on the overarchingthemes. Both of the lists were found to lack structure and hierarchy, an omission that isunderstandable from the methodology of the Delphi study. An analysis was made of the nature ofthe consecutively ranked themes and contexts to provide the necessary structure for use as acurriculum

Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

R Wqne Schneiter

presented to the students at the beginning of lecture segments. Thistypically occurs about four times during a semester. The students see the questions before the material iscovered in class and know exactly what will be expected of them as the lecture material is presented.Compared to traditional testing, the module problem allows students access to unlimited resources andample time. Both of these are needed because module problems are written to reflect actual engineeringapplications in an open-ended format. Questions may have several correct solutions, depending onassumptions made by the student and validated by their documentation and justification of thoseassumptions. The module problem questions are complex enough to require group work to

Conference Session

Trends in Energy Conversion/Conservation

Collection

2004 Annual Conference

Authors

Khaled Mansy

methods ignores the impact ofsome fundamental variables that affect the performance of daylighting systems. The variablesignored include location, orientation, different sky conditions, location of openings (windows),ground reflection, and special designs like the incorporation of external reflectors (light-shelves)that reflect light deep into interior spaces. Although there are many computer programs that mayassist in the design of daylighting systems, these programs are seldom used by building designersbecause of the significant time and effort spent to build 3D models in a digital environment.Besides, these programs require expertise that is normally hard to find and/or expensive to hire.Neither the simplified design methods nor computer

Conference Session

Student Learning and Research

Collection

2003 Annual Conference

Authors

Paul Lin; Harold Broberg

styles used by the majority of your students.For instance, are your students primarily Active or Reflective, Sensing or Intuitive,Visual or Verbal, Sequential or Global learners? If you are not familiar with thisterminology, you can test your own learning style at the North Carolina State web site2.The Myers-Briggs Type Indicator® (MBTI ®) purports to determine a person’s personalitytype among sixteen possibilities. This instrument has also been heavily used and reportedin the literature in relation to teaching methods for engineering students. Literature andexperience are used to formulate differences in personality types between engineeringand engineering technology students. Suggestions are made with respect to teachingmethods that should be

Collection

2001 Annual Conference

Authors

Thomas Rich; James Baish

andTechnology. Here the students have a shared living and learning experience with like-minded students. Designing People focuses less on the artifacts of design and more onthe people who do design and how society is affected by technological decisions madeduring the design process.In both courses, students learn by doing. Since design is primarily an action or process,and less so a subject for passive reflection, we frequently engage students in studio-style,creative projects. By involving students in design projects, they learn the challenges andjoys of design first hand. Our goal is to have the students appreciate that technology isnot a mysterious force over which nobody has any control, but rather can be the productof their own minds and hands. We

Conference Session

Mechatronics in the Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yunfeng Wang, College of New Jersey; Christopher Ault, College of New Jersey; Teresa Marrin Nakra, College of New Jersey; Andrea Salgian, College of New Jersey; Meredith K. Stone, Independent Evaluator

Tagged Divisions

Mechanical Engineering

authors). Throughout the semester we worked with an independentevaluator to develop and administer student surveys and interviews. Students were asked to keepa reflection journal. The detailed information on course model and implementation are describedin our paper published in the 2010 ASEE Annual Conference and Exposition11. A few highlightson course structure and enrollments are listed as follows:Course ObjectivesEnrolled students have different backgrounds, concentrations and goals. We establishedindividual course objectives for each major based on their disciplinary background, as well ascommon course objectives for all students.AssignmentsThere are graded individual homework assignments and graded teamwork assignments. Thegraded individual

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia A. Carlson, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees

model ofmanuscript submission and peer-review in the conduct of scientific inquiry.1 The pedagogicalframework draws from the “writing across the curriculum” (WAC) movement’s premise thatverbal and visual composition are an analog for thinking and that communication assignmentscan be used to mediate student learning in complex problem-solving situations.21.1 CPR Components that Enable Learning -- Four structured workspaces perform in tandemto create a rich series of activities that reflect modern pedagogical strategies for usingcommunication in the learning process. Table A summarizes these stages in a typical CPRsession. Table A: Four Structured Workspaces of CPR SEGMENT ACTIVITY

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Woods, Colorado State University; Kathleen Baumgardner, Colorado State University; Lahoma Jayne Howard, Colorado State University

Tagged Divisions

Women in Engineering

Persistence 90.2% 86.7% 66.9% 69.1%6-Year Graduation Rate 75.7% 67.7% 47.1% 42.6%The COE’s recruitment program was developed to more appropriately reflect the attitudes andgoals of a more diverse student body. It was designed to increase options for personalizedcommunications with prospective students by adding social media, student ambassadors, andproviding increased access to faculty, staff, and current students. Print- and web-based mediawere completely revised to reflect a broader range of student perspectives. We created a newliving/learning community for engineering students and we created