lacks detail and only explains the client’s problem in the mostgeneral terms: [Midterm submission] Multinational quick service restaurant and coffee shop [Client A] aims to improve their outdated back of the house storage model for restaurants around the country to reflect current offerings. This model needs improvement because [Client A] does not believe they are building enough storage in new restaurants to accommodate the restaurant’s size and sales. They also want to ensure the back of house takes up necessary space - they want to avoid over allocating storage in a restaurant that does not need it, and conversely want to ensure they do not under allocate storage in restaurants that may need to
to cater to diverse learning needs better. The findings of this study can informpolicies and practices aimed at fostering inclusive educational environments, supporting STEMstudents with ADHD, and enhancing educational outcomes.AcknowledgementsWe would like to acknowledge Cooperative Institutional Research Program (CIRP), the HigherEducation Research Institute (HERI), and the University of California, Los Angeles (UCLA). Inaddition, this research is supported by the U.S. National Science Foundation (2043430). Anyopinions, findings, and conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] “NIMH » Attention-Deficit
course is highly groupbased and has three projects throughout the semester. The first two projects are small in scopeand is focused to help students learn the design thinking process. The final capstone project is 8weeks long is where students work on solving an open-ended engineering grand challenge. Thefinal deliverable for the course includes a functional prototype for the problem space the studentsare working on, and a final presentation related to the same. There are multiple low stakeassignments in the form of quizzes, reflections and fieldworks embedded throughout the courseadding to their final grade. Since Spring 2020 with the onset of COVID-19, the course alsofollows a HyFlex modality where students are given the autonomy to attend
Perception ItemsFigure 4: Bar graph representing the frequency of responses of the six perceptions. P1-TheArduino, M1K, M2k or others provided opportunities to practice content; P2 - The useof Arduino, M1K, M2k or others reflected course content; P3 - The use of Arduino, M1K, M2kor others was relevant to my academic area; P4 - The use of Arduino, M1K, M2k or othersreflected real practice; P5 - The time allotted for Arduino, M1K, M2k or others use wasadequate; P6 - The use of Arduino, M1K, M2k or others suited my learning goals 120 100 97 96 89
publication are those ofthe author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture orNational Science Foundation.References 1. W.J. Mitsch, “Ecological engineering: a new paradigm for engineers and ecologists,” Engineering within Ecological Constraints. National Academy Press, Washington, DC, 111, 1996.2. W.J. Mitsch, “What is ecological engineering?” Ecological Engineering, 45, 5-12, 2012.3. J. L. Martin, V. Maris, and D. S. Simberloff, “The need to respect nature and its limits challenges society and conservation science,” Proceedings of the National Academy of Sciences, 113(22), 6105-6112, 2016.4. National Academies of Sciences, Engineering, and Medicine. Data science for undergraduates
) program under award number 2130515 to Rice University via a subaward to TheUniversity of Texas at Dallas and under award number 2130328 to Prairie View A&MUniversity. The opinions, findings, and conclusions or recommendations expressed are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References [1] L.N.P Campbell Lauren, E.M. Torres, S.J. Zaccaro, S. Zhou, K.N. Hedrick, D.M. Wallace, C.R. Luning, and J.E. Zakzewski, “Examining multiteam systems across context and type: A historiometric analysis of failed MTS performance,” Frontiers in Psychology, vol 13, 2022. DOI=10.3389/fpsyg.2022.813624 [2] R. Asencio and L.A. DeChurch, Assessing collaboration within and
research. This disconnect frequently results in exhortations that reflect thepast and ignore the progress that has been made to date.This paper comprises a case study of a successful and long-standing Women and MinorityEngineering Program at NC State University from the perspective of the program director. It willdiscuss a theoretical framework for the components of a complete program and how the variouspieces of the framework map to practice.Background “In a comprehensive study of successful programs and practices in minority serving institutions, intentionality, that is a “calculated and coordinated method of engagement…to effectively meet the needs of a designated population” was the common thread that distinguished
engineering disciplines and real-world ethical challenges. • Character formation and the role of virtues such as curiosity, humility, and discernment were discussed as to how to embed these character traits through projects or problem-based learning that allowed for ethical learning outcomes to be achieved. • Faculty worked to ensure the ethical principles across both courses were distinct, yet complementary to the learning performed in the prior courses. 6. Implementation Assessment: • Ethical modules were implemented in the expanded set of courses to gauge their impact. • Ongoing assessments, student feedback, and faculty reflections were collected
overall weight of the design but also reduces the exposedmetal surface area not covered by plants. Additionally, the bends in the troughs facilitateefficient substrate retention, promoting conducive conditions for robust plant growth whileoptimizing spatial efficiency.In conclusion, the analysis of patents related to vertical gardening has provided invaluableinsights that have profoundly influenced the design and development of the botanical wallproject. The transition from 3D-printed pots to troughs for plant containment, inspired by patentssuch as US8141294-B2 and CN101553108B, reflects a strategic shift toward cost-effective andmanufacturable solutions. Moreover, the structural integrity evaluation guided by patent findingshas informed
components ofspatial ability which may aid in the creation of more complete training.AcknowledgementsThis material is based upon work supported by the U.S. National Science Foundation underGrant No. 1712887. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] K. S. McGrew, “CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research,” Intelligence, vol. 37, no. 1, pp. 1–10, Jan. 2009, doi: 10.1016/j.intell.2008.08.004.[2] D. F. Lohman, “Spatial Ability and G.” 1993.[3] A. Ramful, T. Lowrie, and T. Logan, “Measurement of Spatial
selected topic can be challenging for the students. Thefollowing quote is directly from one of the student competition team members. “Reflecting on the event, the biggest benefit I realize by participating in the program isthat my work impacts those beyond homework, assignments, and projects. Working in the SDCcompetition for our capstone project adds an elevated challenge for me beyond data analysis andpaper writing. This environment is one where I may engage with individuals in a new sense:alongside classmates, academics at ISU, and professionals in the industry nationwide. Short ofvisiting the project site location, I recalled knowledge from previous extracurricular projects andprospecting and oratorical skills from over the years and
the habitat. Finally, the smaller groups integrated theircomponents and collaborated to maximize the energy efficiency and performance of the Solar-powered Habitat.The assessments of this project were designed for each level of teamwork: 1) Studentshighlighted their contributions through an Engineering Portfolio. 2) Smaller groups reflected ontheir design and building process by submitting weekly engineering logs and a semester-endposter. Finally, 3) Each group habitat (comprising 5~6 groups) presented its energy-efficienthabitat design in the first-year design expo at the end of the semester. The ongoing datacollection of this effort on project-based, multidisciplinary, multilevel teamwork proved how thisproject design effectively cultivated
such a way that this alignmenttermed their academic identities has a certain impact on their efforts and achievements. Thestudy [8] reveals that the college experience for individual students is influenced by theirperceptions of interpersonal interactions and norms, which a reflective of the college culture andthus play a pivotal role in shaping student performance, engagement, and persistence, surpassingpredictions solely based on socioeconomic status or academic preparedness indicators.The fundamental concept of Engineering Stress Culture (ESC) originates from the uniquedemands and challenges inherent in the culture of engineering education which equates learningwith suffering and shared hardship identity, as emphasized in one of the six
participants, as reflected by the summerprogram course evaluations. Even in the online setting, which was used to accommodate studentswho were unable to make it in person during the first offering of the summer program due tovarious reasons, students were able to work through the detailed instructions and execute theexperiment with real-time guidance and troubleshooting help from the instructor. An informal in-class poll was conducted to gauge the familiarity of fluid flow-based topics like flow rate,friction, pressure drop, and viscosity. Of these four topics, the most familiar topic was friction,while flow rate was the least familiar. However, the familiarity did not come from fluid flowcontext but from having heard the word “friction” from day-to
discrimination faced byAsian engineering students in postsecondary education. The identified relevantstudies need to be consistent with this research scope. In order to do that, we focus onboth Asian American and Asian international college students within the engineeringdiscipline, reflecting our centered research interest. Considering the scope of ourstudy and the research questions, we established relevant studies in our review asstudies that satisfy the following three conditions: a) the presence of Asian students,b) a focus on college engineering majors, and c) relevance to experiences ofdiscrimination.Selecting Studies We conducted the literature search using a variety of scholarly databases,including Semantic Scholar, Google Scholar, ERIC
to constrain, modify, and emphasizespecific aspects of the project. Ultimately, this project presents a unique way to introduceengineering concepts in an engaging way with the potential to get students excited about theemerging field of soft robotics.AcknowledgmentsThis material is based upon work partially supported by the National Science Foundation underGrant No. 2235647. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to thank Jason Merrill for designing andmanufacturing the 3D parts for the negative mold and the test rigs. The authors would also like tothank Matthew Mastej for
rate of69.4%. Through meticulous data analysis using SPSS, it was observed notable increases in meanscores for Ideation, Interest, Help Seeking, and Unnamed factors, reflecting positive shifts instudents' entrepreneurial mindset. Significant improvements in factors such as Ideation, Interest,and Help Seeking highlight the efficacy of our course in nurturing the multifaceted skills essentialfor success in engineering and entrepreneurial endeavors. Our findings indicate modest statisticallysignificant improvements in Ideation and overall total scores from pre- to post-tests, validating theeffectiveness of this pedagogical approach. Lessons learned from this study will inform futureiterations of the course, ensuring continued refinement to better
previous internship experience) indicated that an engineer could engagein different aspects of the design and/or production process, so not physically taking measurementsdid not mean that one was not engaging in aspects of engineering. Therefore, participating in thelab did in fact affirm his engineering identity. Another man student affirmed this believe thoughhe had no previous internship experience prior to participating in this lab.5.2.7 Did any of aspects of the lab relate to your prior internship/work experiences? Only one of the three students who participated in the interviews indicated that he hadinternship experience. He did not think that the majority of the labs in school reflected anythingthat he had experienced while working
shape of spacetime curvature, therelationship between time and gravity, and the direction objects move in curved spacetime.These questions were developed specifically for this study, as the Relativity Concept Inventoryonly contains questions about SR and not GR [13]. For a complete list of survey items used,see Appendix B. The pre-post surveys can be compared between the two groups to see howthe different demonstrations affected participants’ understanding of these topics.Participants’ rate their agreement with nine statements on a standard five-point Likert scale torecord their attitudes toward GR, physics, and science in general. These statements are largelydrawn from [25] but modified for undergraduates and to reflect the focus on
grades[4], [10], [11].One study of teacher reflections on student response to design failure found that upperelementary students engaged in engineering design did not always experience design failure andthose who did, responded to design failure in a wide range of ways including denial that failurehad occurred by ignoring proper testing procedures [4].In addition to testing procedures that were ignored or test results that were not easilyinterpretable, this lack of design failure might also be explained by design challenges that weretoo easy and thus actually did not result in design failure [10], [12]. Through interviewsconducted with kindergarteners after they engaged in engineering design, Lottero-Perdue andTomayko [13] concluded that
, enthusiasm, interest, and confidence in themselves and102 their other team members opposed to their randomized counterparts23. One study revealed that as103 ownership of projects is given to students, they retain knowledge and skills from that project better104 than from the traditional lecture format24. This ownership of work contributes to the attitude of105 students in how they view the group. Higher education curriculum has begun to reflect student on106 attitude and how a group evolves throughout the duration of a project, rather than focusing on the107 outcome.108109 The ABET criteria for students have evolved throughout the last two decades into an “outcomes-110 based accreditation”, which implies that the skills learned in
as reflect on progress and achievements for the atto-grid project.IntroductionToday, the global pandemic has affected and impacted professionals and students by hinderingthem from safely working together at an office, facility, or school. Because of this, manyprofessionals must work at home where electricity or internet connectivity issues may be moreprevalent than at their typical office. To address the need for a resilient power source for at-homeoffices, the team developed the atto-grid – a resilient power system that uses distributed powersources to safely and effectively power a typical at-home office load.The team designed the atto-grid for a senior design capstone project that complied withrequirements set by faculty, as well as
multidisciplinary introduction to engineering course, a unique introduction to engineering MOOC, and another MOOC focused on exploring global challenges from an interdisciplinary perspective. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfo- lios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.Mr. Keirien Taylor, Arizona State University, UOEEE Keirien Taylor is a research assistant at Arizona State University’s Office of Evaluations and
included a design sprint topractice design thinking, an introduction to the team’s selected focus area (presented by subjectmatter experts), and then proceeded with design thinking activities, further defining needs andinterests within the focus areas, ideating and then prototyping solutions, and developing actionplans. The curriculum included community-led, hands-on and practical exploration, ideation,prototyping, feedback and reflection sessions that resulted in a conceptual design conceived bythe community team.4.3. Symposium MethodologyOrganizing TeamThe organizing team for this symposium included several members of the IUDC, each of whomis a principal author of this work: 3 professors (Marcel Castro, Electrical Engineering;Christopher
, rather than having to immediately solvein a more “public” fashion. Also, candidates may prefer explaining problems with a pencil on thepaper or on a computer using an integrated development environment. Next, they suggested usingproblems actually encountered at the company, since many puzzles are not reflective of real-worldsituations. Such tasks are seen as giving an unfair advantage to candidates just out of school.Finally, they propose problem solving “as colleagues, not as examiners” a recommendation whichhighlights that rather than an intense interrogation the process should be balanced, and shouldinvolve working together to solve issues, and that this could even be accomplished with other“potential teammates.”In addition to the two
in shifting student bias towards inclusion in the three interventions. The mostpromising approach is student-led, where senior students worked to change the student culturedirectly.Introduction and BackgroundImproving diversity in STEM fields is an important goal and has been widely studied. It is well-known that students and professionals in STEM careers in the USA do not reflect the generalpopulation of the country [1]. For example, white men make up 31.6% of the general populationwhile they make up 51% of scientists and engineers. Black men make up 6% of the populationand 3% of the STEM workforce. The percentage of non-white and non-Asian people in the USAis 31.3% while the percentage of this sub-population working in STEM is just 12%. In
infeasible for humani-tarian operations (Balcik et al. 2010). However, this has not yet been reflected in operations andsupply chain management education. Typically, practitioners who are educated on how to operatecommercial supply chains self-adapt when faced with humanitarian supply chain challenges in thefield (Duddy, Stantchev, and Weaver n.d.). Hence, there is still an urgent need to develop models thatadapt to the unique relief environment to help understand the uncertainties involved and determinewhat can be done to improve the supply chain performance, particularly in terms of coordination.However, the literature lacks studies that analytically address coordination in humanitarian reliefsupply chains. We seek here to help fill this gap by
goals of the IPEC program is for the students to have a stronger comprehension ofmath, physics, and basic engineering concepts. Inasmuch as the program is designed for mutualreinforcement of the concepts being taught in these different domains, the goal was to increasestudent understanding within the various domains which might be reflected in grades. Significantvariation between the groups (F = 8.7947, p = .0002) was found when examining the cumulativeGPAs as of the end of the freshman year. The mean cumulative GPAs were 2.76, 3.07, and 2.20for the comparison group, the persisting IPEC students, and the switching IPEC studentsrespectively. These results suggest several things. One is that the students who left IPEC earlycontinued to experience