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Spatial visualization skills have been shown to be critical to the success of engineers and engineering students, and the assessment and remediation of those skills is growing in engineering curricula across the country. At Michigan Technological University, spatial skills of freshmen engineering students have been tested with the use of the Purdue Spatial Visualization Test: Rotations (PSVT:R) since 1993. This test has traditionally been administered with paper tests where students record their answers on a scantron form. Due to changes in university computing resources in the 2013-2014 academic year, the opportunity arose to test the freshmen through a Learning Management System (LMS). In the fall of 2014, over 450 of the engineering freshmen were administered the PSVT:R with the traditional paper test method, while approximately the same number took the test through the LMS. Testing half of the students with each method allowed for a comparison to be made between the two testing methods. This paper compares scores from the paper version of the test with scores on the on-line version of the test to determine if students perform equally on the on-line and paper forms of the test. [ABSTRACT FROM AUTHOR]

Aviation has become a trusted forefront and reliable mode of transportation for both people and goods. In recent years, the rapid growth of the air transport industries has also increased International Civil Aviation Organization (ICAO) and the United Nations (UN) attention to sustainable aviation. In alignment with ICAO's promotion of sustainability actions and plans, this paper explores the impacts of aircraft engine washes, not only in terms of technical impacts but also environmental impacts. This paper describes the education environment and inclusion of engine washing technologies in courses. To enable students to more fully understand aviation sustainability, one way that might be effective is to combine practical and technical knowledge. Therefore, aerospace and aeronautical education environments need to teach students practical engine washing technologies and the sustainability impacts. This paper may be useful in educational environments as a starting point of including both practical and sustainability knowledge in courses. [ABSTRACT FROM AUTHOR]

Despite the significant link between curricula and accreditation, there is limited research on engineering educators' perspectives on accreditation related to ethics and societal impacts. This full research paper addresses the following research questions: (1) What are faculty members' perspectives on the role of accreditation in engineering ethics education? (2) How, if at all, does accreditation influence their teaching practices? This research was designed to understand the influence that accreditation, as an external force, has on ethics education via the educators tasked with teaching it. This study employed an exploratory qualitative approach and drew on semistructured interviews that probed participants' ethics teaching practices and perspectives, including the influences and motivations related to their instruction. Interviews were completed with 20 engineering ethics educators who represented a range of engineering disciplines across 17 institutions in the United States. Inductive analysis of the transcripts indicated a bifurcated response to accreditation in the context of ethics and societal impacts education. On one hand, accreditation drove the integration of ethics in the curriculum and signaled its importance in engineering. On the other hand, accreditation was perceived to reduce ethics education to a matter of compliance, create an outsize pressure on those tasked with teaching ethics, and impinge academic freedom. The findings pointed to the varying and sometimes conflicting perspectives on accreditation. An understanding of how accreditation can either spur or stifle educators' engagement in ethics instruction has implications for faculty motivation. The findings also highlight the need to think beyond accreditation in justifying and supporting the inclusion of ethics and societal impacts in engineering education. [ABSTRACT FROM AUTHOR]

Aerospace engineering students frequently encounter difficulty in their upper division courses because the course material is not only advanced but strongly specific to aerospace technical details, compared to the general engineering content of the lower division courses. Consequently students must learn many concepts and analysis techniques which are new to them. The objective of the work described in this paper is to improve student understanding and mastery and retention of specific technical theories, concepts, and methods as defined by specific ABET outcomes. The approach is to develop a series of Khan Academy style videos which are specific to aerospace engineering topics which students historically find challenging to understand and master. [ABSTRACT FROM AUTHOR]

Source code plagiarism presents a continual threat to the integrity and effectiveness of engineering education, as habitual cheating often has devastating impacts on students' academic and professional careers. As programming becomes an increasingly central component of first-year engineering curricula, it is essential that instructors are able to uphold academic integrity by identifying students who engage in misconduct, either through direct plagiarism or excessive peer collaboration. Instructors have an arsenal of plagiarism detection tools at their disposal, and students are keenly aware of this. Consequently, in an attempt to evade detection, students routinely make superficial modifications to plagiarized work prior to submission. Effective plagiarism detection tools attempt to mitigate the effect of these alterations, however, the extent to which precision can be maintained for heavily modified code is limited. One aim of this paper is to quantify the effect of code modification strategies on a plagiarism detection tool's ability to preserve both sensitivity to plagiarism and precision of results. This paper will introduce a novel dimensionless metric apt for the evaluation and comparison of a plagiarism detection tool's robustness to code modification. The specific context of engineering education presents additional challenges, as research in plagiarism detection methods and performance is often not applicable to short programs in dynamically typed languages which constitute typical submissions in first-year engineering coursework. This paper will analyze the performance of relevant plagiarism detection tools on short Python programs, specifically those of fifty lines or fewer, that have been transformed by common code modification tactics, and evaluate which tools are most appropriate for use in this environment. [ABSTRACT FROM AUTHOR]

Most of us who teach within the Science, Technology, Engineering, and Mathematics (STEM) curricular areas expect to have teaching assignments that directly align with these disciplines. A teaching assignment in a curricular area outside of STEM is much less common. One focus of this paper is to describe a course that is taught by our physics faculty entitled Changing Views of the Universe. Changing Views is a course that is part of our general education core of courses in a curricular area entitled Traditions that Shape the Western World. Courses taught within this curricular area are typically taught by such departments as anthropology, art history, communication, government, history, and philosophy. Students who enroll in this course are non-science majors who are looking to fulfill their general education requirements towards graduation in this particular content area. Because the course is filled with non-science majors, the often technical course content must be presented in a non-mathematical way. Since the course content includes just about everything from the Big Bang to our present-day understanding of the cosmos, teaching these topics without much mathematics presents many unique challenges. A brief overview of the curriculum developed for the Changing Views course will be provided. Particular attention will be placed on some of the unique ways a writing-based approach has been implemented with the ultimate goal of enhancing of student learning. Emphasis here will be placed on a short paper activity designed to elicit student understanding of key topics addressed in class. In addition, strategies such as rubric development and time-saving grading techniques related to the use of these writing-based approaches will be shared. [ABSTRACT FROM AUTHOR]

This paper describes the implementation and the results of problem-based learning (PBL) pedagogy infused with the Kern Entrepreneurial Engineering Network's 3C's in a senior level Advanced Fluid Mechanics course within the Mechanical Engineering Technology (MET) program. The work, a close collaboration between engineering and education faculty, aligns with the New Research Areas (National Engineering Education Research Colloquies 2006), ABET Criteria for Accrediting Engineering Technology Programs, and the KEEN 's Framework for Entrepreneurially Minded Learning. The four-credit senior level course has lecture (three credits) and lab (one credit) components. It is the second in the fluid mechanics sequence and covers topics like pipeline systems, pump selection, and flow of air in ducts. During the fall 2021 term, several new problem-based learning exercises were introduced in the curriculum to cover fluid flow through pipeline systems and pump selection theories. The first exercise asked the students to design a pump storage hydropower system able to satisfy a list of specific design requirements, including selecting a feasible pump and estimating the costs associated with implementing the proposed design. Afterwards, the students were asked to blind peer review and to grade all the designs except their own. The second exercise asked students to draft a paper about creativity in the HVAC industry, and a third exercise involved the design and analysis of a class II pipeline system. The students were also asked to analyze the economical and societal impact of their design based on the selection of three materials for their pipeline systems. Preliminary assessment results support the continued use of these PBL and the integration of entrepreneurial mindset learning content. The evidence shows students developed an understanding of technical content while developing an entrepreneurial mindset. These outcomes satisfy the latest ABET student learning outcomes and support students' preparedness and readiness for the workforce. [ABSTRACT FROM AUTHOR]

The goal of this paper is to present two novel approaches to teaching the components of and use of free body diagrams (FBDs) in core mechanical engineering courses at the Rochester Institute of Technology (RIT). The first technique is a mnemonic device to remember the key components of FBDs. This device is referred to as "The ABC's of FBDs". It uses the first four letters of the alphabet to identify required FBD components. The second pedagogical method developed and implemented is a game based off of "Paper Telephone". The game emphasizes the connection between the FBD and the equations of equilibrium. At this point, these devices have only been utilized for 3 semesters however, anecdotal evidence indicates that the inclusion of these devices has aided in the retention of FBD components in follow on courses. [ABSTRACT FROM AUTHOR]

As a best practice, it is customary to ask students for their feedback on curricular interventions. The feedback is typically used to justify further changes and ascertain how well they may accept the intervention for broader implementation. At the University of New Haven, 18 e-learning modules were developed and integrated into courses spanning the 4-year engineering and computer science majors' curricula. The modules centered on topics seen to contribute to the development of students' entrepreneurial mindset. We saw this as a way to assist faculty in leveraging entrepreneurial minded learning (EML) in their courses when the topics are likely outside their area of expertise. The development, integration, and students' learning assessment efforts of the e-learning modules have been the topics of many of our previous papers and presentations. This paper focuses on an analysis of the feedback collected from students regarding the modules and their integration. Our faculty have been using the modules for over five years. In that span, we have collected over 1000 student responses to an end-of-term survey administered in every course in which a module was integrated. The survey includes questions pertaining to time spent on the module and the associated course assignment, their level of agreement related to statements about their perceived effectiveness of the curricular intervention, and open-ended response questions focused on what they liked/did not like about the modules and their integration. Our findings thus far reveal a positive trend in the students' perception of the e-learning modules and their integration over the span of the deployment. Correlation analysis of several indicators provide further insights about students' attitudes towards the modules. For example, students place more value on the module if they see a connection between the module content and the content of the course, as well as if the instructor reinforces what they learned in the module through a contextual activity. However, despite students seeing value in the module or stating that the assignment supported the concepts taught in the module, we do not find a strong correlation to students expressing interest in additional modules of this type integrated into their courses. These findings are insightful and timely given the increased use of hybrid learning in a COVID and post-COVID academic environment. [ABSTRACT FROM AUTHOR]

There is a push for integrating concepts of sustainability and sustainable development in engineering education. The U.S. National Society of Professional Engineers' Code of Ethics expects engineers "to adhere to the principles of sustainable development in order to protect the environment for future generations". This push has resulted in significant research and efforts to reform engineering curricula to focus on sustainable development, or the "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" in the 1987 Brundtland Commission's report. Such research and reform efforts can manifest in several forms and contexts, and it can be difficult to obtain a broader picture of how engineering education as a whole is progressing in this area. To help provide a view of that picture, this paper strives to understand the recent trends in engineering education research for sustainable development by analyzing the relationships between the increasingly popular topics of sustainability and sustainable development and how they have evolved over the past two decades. Using text network analysis, a natural language processing technique, this study explores the thematic structure of scholarly publications that address the integration of sustainability and/or sustainable development in engineering courses, across curricula and across disciplines. In particular, we extract the thematic structure of over 1,500 abstracts of conference proceedings published in the American Society of Engineering Education related to this issue. With the aid of co-occurrence network maps and epoch trend analysis, we identify the major topics among these engineering education studies. Analyses of these trends indicate that the topics of sustainability and sustainable development have been consistently addressed primarily in civil engineering education research for the past two decades. This implies that these topics have not appeared in many other disciplinary areas of research. In addition, renewable energy is one of the more prevalent topics within the area of engineering education for sustainable development. We report our detailed results by providing insights on how these topics have evolved over time, and the semantic similarities between topics that have similar trending patterns. [ABSTRACT FROM AUTHOR]

We implemented LabArchives Electronic Laboratory Notebook (ELN) in three levels of Biomedical Engineering (BME) Design (sophomore--senior) at the University of Wisconsin-Madison. Paper notebooks allow users to quickly take notes, make design sketches, and show mathematical calculations within them, however they are limited in their ability to incorporate the vastly growing types of various digital media being employed in engineering design. Additionally, only one copy of a paper notebook exists as compared to the ability to share an ELN (or part of one) with the involved parties. Here we outline the processes used to implement the ELN and initial student and faculty survey results comparing paper notebooks to an ELN. [ABSTRACT FROM AUTHOR]

This paper presents an effort to develop an undergraduate research course to produce an alternative to a mandatory internship course, Engineering Practice taken by all majors including manufacturing engineering. The new course is labeled as Engineering Research Projects. However, with the growing enrollments and especially in international students, internship placement has become a challenge. The new Engineering Research Projects course will reduce the pressure on Engineering Practice distributing the enrollment in between both courses. It will also accommodate the growing research needs of the department while engaging students in activities that prepare them for graduate study. The author have been utilizing the internal research projects from the last 10 years as a reference in designing this course. These projects happened under the umbrella of the Engineering Practice course. The new course will be a better match in terms of its requirements. Engineering Practice requires at least 150 hours of engineering work that may include design, analysis, development, maintenance, service, and even technical sales. Each student in the Engineering Practice course deliver a PPT presentation after completing the experience, turn in a final report or a portfolio covering the work done along with a weekly log and journal that describes the activities. Students also complete a student survey to reflect on their experience and are graded by their work supervisors. The new course will also include the minimum hours requirement, weekly journals and logs along with the PPT Presentation. The main difference will be that the students are required to produce scholarly works including conference papers and trade journal articles. Scholarly works of appropriate quality may also be submitted to scientific journals. The completion and submission of these works will be the requirement, not the acceptance. The course will draw its students from internal and collaborative research projects at the institution along with students conducting research at other local institutions and through NSF REU and other similar programs. The number of students engaging research have been growing rapidly along with graduate study. Students will be utilizing research databases such as Scopus, Proquest, and Google Scholar, be guided on research methods and scholarly work production. Intellectual Property information and Google Patent will also be an important part of the course if the students develop an original product or process. This course will not replace the interdisciplinary capstone course, Integrated Engineering Design but will be a good complement to it along with Engineering Practice. This paper includes a literature review on including research in undergraduate curriculum, the syllabus including ABET student learning outcomes, and relate to the existing and previous research work done at the institution as case studies. [ABSTRACT FROM AUTHOR]

This paper describes the design and development of an appropriate data science curriculum accessible to non-computing majors with little or no programming background. This project took a two-prong approach to address such a curriculum: (1) a Web-based Data Science Learning Platform was developed to offer such students hands-on practice with processing and analyzing data without needing to write code, and (2) a Data Science Curricular Module for teaching data science concepts in both an existing Computer Science Principles course and a follow-on Data Science Principles course. The paper also discusses initial experiences with deploying the curricular module at Rochester Institute Technology. [ABSTRACT FROM AUTHOR]

The Partnership for Equity: STEM (P4E) is a collaborative project funded by the NSF IUSE program. Four partner institutions have been working together for the past five years to develop, implement, and assess curriculum activities to enlighten students attending required undergraduate engineering and computer science courses about the relevance and importance of diversity, equity, and inclusion to the fields of engineering and computer science. As the P4E project nears completion, we use this poster session and accompanying paper to reflect on what we have learned during the past five years. We focus on the surprises we encountered during the course of the project in the hopes that the pleasant surprises can be replicated with intention and the unpleasant surprises avoided by others who travel a similar path. "Surprise" is a personal emotion in response to something unexpected, thus this reaction varies with a priori held beliefs. For this paper we decided to present verbatim reflections from project team members. This unique format allows us to enact some of the diversity and inclusion lessons we have tried to teach students over the past five years. The format also acknowledges that while none of the surprises documented here were in fact surprising to all the authors, individually we each had experiences that violated our expectations. [ABSTRACT FROM AUTHOR]

This paper presents an overview of teacher professional development work conducted as part of a National Science Foundation Research in the Formation of Engineers project. The overall goal of the project is to increase awareness and preparedness of rural and indigenous youth to consider and pursue engineering and engineering related careers. To reach this goal, we are working with elementary pre and in-service teachers in rural and reservation communities to connect local funds of knowledge with classroom curriculum. The first summer professional development focused on two items: (1) training elementary teachers and pre-service teachers in ethnographic methods and photo journal elicitation, and (2) introducing teachers to different ways to integrate engineering instruction into their teaching. The current paper focuses on the second summer professional development phase. During this second professional development phase, which was designed to build upon the foundation built during the first summer, the emphasis was on supporting participating teachers' development and implementation of community-focused engineering curricula. The second summer teacher professional development was presented in a blended manner using both asynchronous and synchronous meetings platforms to support collaboration. Participating teachers came to the synchronous meetings with a list of potential topics that could be used to connect engineering to their local school community. During the synchronous sessions, teachers worked with project team members to further develop these ideas and plan for lesson implementation the following academic year. [ABSTRACT FROM AUTHOR]

Emphasizing socio-political context in undergraduate engineering courses is a complex challenge for accredited American engineering programs as they strive to pivot towards a more equitable future. Teaching engineering problem solving by isolating the technical perspective is the dominant culture, and change has been slow and insufficient. Looking at the complex human circumstances in which engineered systems are situated has significant, and sometimes life saving, benefits. On the contrary, the common de-contextualized approach to teaching engineering has been shown to have significant impacts on how students behave as future engineers. Furthermore, eurocentric teaching practices have been documented as a contributor to the lack of gender and ethinic diversity in engineering. Re-contextualizing civil engineering courses has shown to increase students' motivation, sense of social responsibility, and agency. The ASCE Code of Ethics states that "Engineers ... first and foremost, protect the health, safety, and welfare of the public," a notion that was first added to the code in 1977. In recent years, some civil and environmental engineering (CEE) faculty members and programs have responded to this ethical imperative by re-contextualizing civil engineering education in relation to the communities ("the public") the civil engineer is ethically obligated to protect and serve. To determine the extent of these efforts to re-introduce socio-technical context in CEE curricula, we are conducting a systematic review of the published literature. The objectives of this research are to document, synthesize, and amplify the work of these scholars and to encourage the community of CEE faculty to re-contextualize the knowledge and skills taught in the CEE curriculum. This paper describes the methodology, including search terms and sources examined, reports the preliminary results of the review, and synthesizes the preliminary findings. Future work will propose strategies and structures that could be adapted and employed by civil engineering faculty throughout the U.S. to 1) engage and retain students from groups that historically have been excluded from CEE and 2) better educate CEE students to engineer a more equitable and just future. [ABSTRACT FROM AUTHOR]

COVID-19 impacted delivery of the first-year engineering design curriculum throughout the post-secondary system. Vancouver Island University (VIU) is a mid-sized teaching institution where students typically take one year of engineering studies prior to transferring to a larger engineering school to complete their degrees. Due to COVID-19, VIU shifted instruction of the firstyear engineering design curriculum entirely to remote learning environment during the 2019/20 academic year. Students were not expected to be in physical contact at any point during the term. In making this transition, factors considered included: • Ensuring the learning outcomes of the curriculum continued to meet the requirements of VIU's transfer partners. • Demonstrating empathy towards student mental health and circumstances during the pandemic. • Focusing on change for the long-term, not specific to the COVID-19 period. • Mitigating potential academic misconduct challenges. In response, the first-year engineering design curriculum was adapted to a flipped classroom model using a modular approach for content. For each module, a framework of individual and team-based readiness assessment quizzes, videos highlighting key content, associated studio activities, and a final module exam was used to assess student learning. For each term, deliberate activities that aimed to help students build resilience to the stress of isolation included a personal time off (PTO) planning and reflection exercise, creating a community discussion board, providing videos emphasizing learning and health within a university environment, and encouraging peer-supportive learning. The effectiveness and impacts of the changes made to the design curriculum were examined informally during the Sept-Dec and the Jan-Apr terms through mid-term and end-of-term student surveys which included both open-ended and Likert scale responses. Approximately, three-quarters of responding students indicated that the online discussion promoted interest in the course content, and that the course organization was easy to follow. An area of suggested improvement included video content, which was not generally felt to contribute significantly towards student understanding of the key topics. It is unclear, however, if the weaker response was due the content itself or student preference for learning face-to-face. Informal feedback provided through the students' PTO reflections often showed the students modifying their original plan due to the on-going impact of COVID-19 within the community, and seasonable change. In general, despite changes in specific individual activities, students maintained deliberate plans to keep in touch with friends and family, and indicated the framing of a plan, even if not followed precisely, brought comfort during times of challenge. This paper discusses the COVID-19 adaptions made within the first-year engineering design curriculum, and reflects on their impact fulfilling the required learning outcomes, mitigating student mental health issues, and addressing academic misconduct. It will further articulate the adaptations that are planned to be continued within the first-year experience as students return for face-to-face instruction. The impact of these changes will continue to be studied over the coming academic year. [ABSTRACT FROM AUTHOR]

Baking and cooking in K12 classrooms provide opportunities for teachers to form practical connections for students in chemistry and physics. Experiments can be conducted safely at home, school, or camp. Additionally, materials are readily available, and low cost. Culinary advances in molecular gastronomy allow us to think even further about how we can engage students in the engineering design process using food as a building material. This paper details the implementation of a science and cooking project into a K12 STEM classroom. To do so, we developed a curriculum adapted from The Science and Cooking: From Haute Cuisine to Soft Matter Science Course offered at Harvard University. Our adaptation of the program was a sixweek module in a high school classroom titled "Food as a Building Material". The curriculum used for this project was piloted for approximately 60 high school students in classes of ~20 students. Students who participated in this project were enrolled in a high school engineering elective course. In this class, food is framed as a building material and students are given the opportunity to deconstruct and rebuild edible molecules into final team-based design projects. Students were encouraged to take into consideration the engineering principles behind a meal and re-imagine the meal using different textures, delivery methods, and presentations. This paper will detail connections between the curriculum used for the "Food as a Building Material" project and the Next Generation Science Standards. We will also provide teacher reflections from our implementation to inform future implementations by other teachers. [ABSTRACT FROM AUTHOR]

Teaching technology in construction engineering and management curriculum has been a topic of education research for some time. The influx of Building Information Modeling has dominated the literature in recent years, while data analytics and visualization have increased importance in the field. Many programs continue to grapple with teaching technology alongside the fundamental concepts of the discipline. To address these challenges, the Construction Management Department at the University of Washington has conducted a holistic review of technology across the curriculum for our undergraduate program. In recent years, we developed a new prerequisite class to better prepare students for learning the technologies across estimating, scheduling, and building information modeling. In this paper, we present this holistic curriculum philosophy and design for technology in our construction management undergraduate program including the preparation class, and three subsequent lab classes in estimating, scheduling, and building information modeling. This paper includes a teaching and learning evaluation to assess the success of this curriculum design, the transfer of learning across the curriculum, and the gaps we need to address in terms of emerging technology trends in data analytics and project management. We will discuss the strategies of preparing students to engage with technology across an undergraduate curriculum and define technology readiness for CM programs. [ABSTRACT FROM AUTHOR]

The College of Engineering (CoE) is using the Kern Entrepreneurship Education Network (KEEN) model to develop an entrepreneurial mindset while meeting technical objectives in a digital communication course. The authors attended a three and one-half day meeting called the Integrating Curriculum with Entrepreneurial-Mindset (ICE) Workshop to help students develop an entrepreneurial mindset. [1] During the workshop, the authors developed a set of learning modules focused using KEEN's model. The student must deliver a presentation and a written report focused on the entrepreneurial mindset for a digital communication course, identified as EE 463. Several Entrepreneurial-Minded Learning (EML) activities prepared students for the research project and report. Although the senior and adult students were exposed for the firsttime to the KEEN framework, they performed tasks to foster an entrepreneurial mindset based on the following topics covered in six of the eleven weeks: Internet of Things, Light Fidelity (LiFi), Deep Learning/Artificial Intelligence, Smart Everything (Smart Cities, Smart/Driverless Cars, etc.), Bitcoin/Block Chain Technology, and 5G and Enabling Technologies. Each student must summarize their findings in a discussion board for the assigned topic and make at least one connection of a communication system concept studied in class. Their discussion must also include either a business opportunity/business model, economic or social implication. Each student was asked to develop a discussion question to lead a 10-15 minute discussion for the next lesson. The discussion boards are intended to prepare the students for doing the research paper and presentation. An end of course survey and student feedback are presented. [ABSTRACT FROM AUTHOR]

This paper focuses on a case study utilizing critical reflection methodologies in an engineering, service-learning course at a small, liberal arts college. The college started the engineering department in 2009. As a new program, the department has been working to accredit programs in four disciplines: chemical, civil, electrical, and mechanical engineering. The department is designing the degree programs to take advantage of the Catholic, liberal arts mission of the college. The development of courses that highlight these aspects in the curriculum is a priority of the department. Service-learning courses are able to incorporate the Catholic, liberal arts with an engineering project. Critical reflections in such courses help students to analyze the experiences working on the project and provide the framework for them to integrate these experiences into their careers. The authors discuss a course they developed that introduces students to the methodologies of engineering for human development. Students perform background research to conduct a community appraisal, work with the community to identify needs, develop a project proposal, and design a solution that will be implemented in the community. Students then work with the community, both remotely and in-person, to implement the chosen solution. This type of work fits well with the Catholic mission of the college and provides a good opportunity to introduce critical reflection techniques. In this paper, the authors present two different methods of critical analysis: classroom discussions and critical reflection papers. The paper provides an overview of how the techniques were introduced, what topics were discussed, and the outcomes of the reflections. Additionally, the authors discuss the assessment of these reflections for integration into our ABET assessment plan. Finally, the paper provides recommendations for integration of critical reflections into other classes. [ABSTRACT FROM AUTHOR]

This paper discusses the impact of various class assignments and activities that build up on each other with the aim of increasing student motivation and student learning in a Quality Analysis course. Scaffolding is an instructional strategy that aims to reduce the amount of cognitive effort that students has to make to learn the materials by breaking down the material into more manageable components. In this study, critical thinking scaffolding is applied in the quality analysis course by structuring several elements to lead students to an assignment that is more complex. At the end of the semester, the impact assessment of critical thinking scaffolding was studied by analyzing student feedback and end-of course surveys, quality of student assignments and course grades. [ABSTRACT FROM AUTHOR]

This research paper evaluates student perceptual changes in engineering motivation and selfefficacy following participation in a soft robotics curriculum unit. Emerging from collaboration between researchers in the mechanical engineering department and technology and engineering education department at Purdue University, a novel design-based curriculum for student soft robot design has been pilot-tested at high schools this year. The present version of the curriculum materials is the result of previous years of pilot tests and refinement as we adapted laboratory procedures to a design- and inquiry-based lesson appropriate for classroom use. It is currently being implemented by seven high-school teachers using the Engineering byDesign curriculum. This paper will describe the rationale for the project and psychosocial factors underpinning the theorized utility of the experience for promoting student engineering self-efficacy and motivation. Following an overview of theory behind the curriculum, we describe how these principles align with the student experience while fabricating soft robots. Finally, we offer preliminary reports on initial states and changes in student perceptions as they participated in the curriculum. [ABSTRACT FROM AUTHOR]

The next big challenge in STEM education is envisioned to come from curricular change. This paper aims to assess the best-practice model in student learning that was developed and demonstrated in Flight Dynamics and Control courses between 2011 and 2014 and 2017. The bestpractice model was developed when a team research component was included into the undergraduate aerospace engineering courses of Flight Dynamics and Control I and II. By taking advantage of the unmanned aerial system fleet owned by the Department of Aerospace Engineering at the University of Kansas (KUAE), students were tasked with developing a physicsbased model for one of eighteen different unmanned aircraft platforms, comparing the dynamic models to actual flight test data for the platform, and writing papers and presenting them to a panel of KUAE Faculty. As a result, forty-eight independent research projects were conceived, designed, built, and tested by teams of juniors in the aerospace engineering department. Since 2011, eight research projects were selected to be submitted to the American Institute of Aeronautics and Astronautics conferences. Six papers were accepted for the Professional Sections and three more are currently under internal review for future submission. In addition to the publication records, student evaluations, KUAE Industrial Advisory Board exit poll reports, and post-graduation survey results consistently show the effectiveness of project oriented collaborative learning. [ABSTRACT FROM AUTHOR]

Sustainability is increasingly being incorporated into engineering curriculums1,2, often due to ABET requirements³, but also due to faculty expertise. The United Nations recognizes that achieving sustainable development is only possible if a balance exists between the three dimensions of sustainability: social, economic, and environmental4. However, engineering programs can overlook the social dimension by focusing on technological solutions and conflating sustainable development with only environmental protection5,6. This paper reports on the evolution of incorporating the social dimensions of sustainability into Engineering for Sustainability, a required sophomore-level course in a Civil and Environmental Engineering Department. The course was created in 2003, revised in 20107, and redesigned in 2015-2016. Throughout the history of the course, sustainability was mostly discussed as the application of the basic sciences to engineering issues focused on protecting the environment. Though social issues were present in some lectures, there was little emphasis on social dimensions until the course's redesign in 2015, when the design of sustainable infrastructure became the focus of the course. Activities that centered on the intersection of social issues, urbanization, and sustainable development were introduced in two class sections during a semester. These discussion-based activities have been revised every semester since their implementation in order to improve student learning outcomes, induce more thoughtful conversations among students, and invoke a deeper evaluation of the complexity of the current urban systems. However, it became evident that it was challenging to address important social issues, because of their complexity, in only two class sessions. Developing students' understanding of social and ethical issues related to sustainable development requires full engagement of the course instructor, considerable preparation time, and the development of curriculum that intentionally brings social dimensions of sustainable technology to the forefront. The 2015 redesign of the course included a format change from lecture-based to a blended style that allowed for more student discussions and active learning opportunities. In 2017, additional curricular revision increased student exposure to social issues from two class sessions deeply focused on social issues per semester to at least 80% of the class sessions (even if briefly). The focused class sessions have evolved from a stakeholder debate approach to exercises that emphasize a socio-technical systems framework, stakeholder value mapping, and empathy building. This paper, using written student work, evaluates how the deepening of discussions revolving around social and ethical issues in sustainable urban development have affected student learning and their ability to integrate social and technical issues when thinking about the design of sustainable infrastructure. We evaluate and analyze student work from three activities that represent the evolution of curriculum in this course over the past three years. Results of the analysis suggest that short interventions in this technical course did increase students' awareness of social impact of technologies and students' understanding of complexity in infrastructure and technological changes. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of gamification in two technical courses, a freshman level Digital Design Fundamentals course and a junior level Principles of Mechanical Design course, at Arizona State University and its impact on student motivation and success. In Spring 2021, each of these two courses was gamified by making regular course assignments and project Main Quests, offering optional tasks as Side Quests/LogicCoin Challenges for students to complete in order to earn rewards in the form of tokens (Gold or Coins), and setting up an Item Shop that students could purchase various items from using their tokens to gain small motivational benefits. The optional tasks were designed to provide students (and their peers) with opportunities to gain a better understanding of the course material, practice applying the course concepts more, and reflect on their learning and mistakes from quizzes/exams. The item shop provides the students with small benefits they can "purchase" with their collected tokens, such as Crystal Ball that when used, the student gets the opportunity to receive instructor feedback on a course project report before their final submission. A survey instrument that measures student motivation based on the Situational Motivation Scale (SIMS) [1-2] was administered to the consented participants in both classes at the end of the semester to assess the impact of this gamification on student motivation and success in these courses. A focus group discussion was also conducted at the end of the semester to better understand participants' initial reactions to gamification, their motivation for participation in gamification, and their overall opinions and suggestions towards gamification and its implementation. Based on quantitative analysis of the survey responses, it was found that students mostly correlate to identified regulation in terms of motivation of participation. Different demographics were analyzed to see how motivational factors may differ, and it is concluded that all categories of students from different academic standings, to gender identity, to course level all identified with participating due to identified regulation. The exception to note between those categories was the amount of participation from lower-performing students versus high-performing students, which suggests that lower-performing students were not as motivated as other groups. Qualitative analysis of the free responses survey questions and the focus group discussions showed that students felt relief from stress and anxiety with this approach of gamification because it allowed for contingency plans when student performance was individually impacted. Students reported that the gamified features made the courses more enjoyable and helped them learn material better than traditional assessments. [ABSTRACT FROM AUTHOR]

We describe the evolution of curriculum and practices in a four-week summer camp for high school students. The camp is free for 25 participants chosen through an application and interview process. We do not select for prior STEM experience or high academic performance. A brief overview of the camp and some representative outcomes are presented. The main thrust of the paper is on the changes we have made to improve the camp based on results from external evaluators and our own reflection. We describe 8 main changes since the start of the camp in 2016. In 2020 and 2021, in response to restrictions imposed by the COVID-19 pandemic, the camp was transformed from an in-person format on a college campus to a remote format where participants worked from their homes. Many of the changes required by the shift to remote format will be incorporated into future in-person offerings of the camp. We believe that the lessons learned in our evolution of the camp will be useful to others working with high school students and even first-year students in college-level engineering programs. [ABSTRACT FROM AUTHOR]

Westmont college is a small Christian liberal arts college in Santa Barbara California. In 2019 Westmont started an engineering program. Westmont Engineering grants a General Engineering degree with an emphasis on Mechanical Engineering. The engineering program incorporates the Westmont liberal arts core set of classes such that each engineering student is required to take the full liberal arts general education curriculum in addition to the engineering curriculum. The program has had a successful start, with great interest from students and also from prospective employers. Westmont engineering is built on three "pillars:" a Christian liberal arts foundation, excellence in technical competence, and integration of a Design Innovation thread throughout the curriculum. This paper will provide details of the three pillars and then proceed to show the impact of these pillars in three areas: impact on student recruitment, student satisfaction during the program and employment potential (from the perspective of prospective employers). Some additional aspects of the Westmont engineering experience are also evaluated including small class size, access to faculty, and geographic location. Assessment of the variables is ongoing, but initial results indicate that students choose Westmont engineering for a wide variety of reasons. This includes significant value placed in Westmont's overall academic quality and Westmont's liberal arts foundation. Student value in the Design Innovation aspect of the program has grown as the program has matured. Current students indicate that their experience in the engineering program is positive. Their positive experience is based significantly on small class size, engaged faculty, and aspects of Design Innovation such as group design projects, hands-on learning experiences and focus on innovation. Employers tell us that their likelihood for hiring Westmont engineering graduates is very high. This is based on their belief in the program's technical rigor and their perception that the students will have good "soft skills". They also indicated that the student's exposure to the Design Innovation process and methods was a seen in a very positive light. [ABSTRACT FROM AUTHOR]

Analog and mixed signal IC design is an important area in ECE and courses on this topic are usually offered to senior level students. A successful career in analog IC design requires a strong grasp of semiconductor device fundamentals and understanding the implications of device non-idealities. In addition it is necessary to develop intuition and make judicious approximations that can help one predict the larger impact of circuit level parameters. Meeting these learning objectives within a course can be challenging. A higher stress on analytical study of devices can negatively impact intuition needed to make the right approximations in analyzing circuits with many transistors. At the same time, adequate knowledge of fundamentals is needed to ensure that analysis has indeed yielded a solution that is correct. In this paper we present the changes introduced in an elective junior level microelectronic circuits course including instructional methodology, course materials, and assessments. The purpose behind the changes was to provide students the experience of applying intuition and approximations in circuit analysis. Earlier offerings of the course stressed on an analytical approach to circuit analysis on circuits containing one transistor and only a fraction of time dedicated to circuits with two transistors in a traditional lecture format. The changes in instructional methodology include introducing students to limitations of incremental analysis for complex circuits and the use of incremental analysis in overcoming these limitations. A combination of repetition and alternate application of incremental and inspection analysis is employed to help students appreciate the merits and limitations of each approach. In-class active learning techniques are used to illustrate implications of device non-idealities. The change in curriculum also necessitated the creation of new homework assignments and exams. This paper will present the changes in curriculum, illustration of teaching methodology using example topics, discussion on student assessment, and student perception of the course. It will be shown the material covered is more advanced in nature and at the same time student perception of the course has remained consistent. [ABSTRACT FROM AUTHOR]

This paper reports on the development of a second-year design course intended to support student design capabilities in a coherent four-year design thread across an Electrical and Computer Engineering (ECE) curriculum. At Bucknell University students take four years of design starting by building an Internet of Things (IoT) sensor module in first year, a robust IoT product in the second year, using the product to address societal challenges in the third year, followed by a culminating capstone experience in the fourth year. While the first year introduces students broadly to the ECE curriculum, the second-year course reported here is designed to provide students' abilities in electronic device fabrication and test and measurement, areas students at Bucknell have had little previous exposure to. This course is designed to anchor the remainder of the design sequence by giving all students the capability to independently fabricate and test robust electronic devices. The second-year course has students individually build an IoT appliance--the Digital / Analog Modular Neopixel-based Electronic Display, or DAMNED project--by going through twelve sequential steps of design from simulation through PCB layout, device and enclosure fabrication, to application development. Because this course is most students' first encounter with electronic fabrication and test and measurement techniques, the course has students build the project in twelve steps. Each weekly step is heavily scaffolded to allow students to work independently out of class. The paper discusses how such scaffolding is supported through design representations such as block diagrams, pre-class preparation, rapid feedback, and the use of campus makerspaces and educational software tools. The paper also shares results of making iterative improvement to the course structure using action research, and early indications that students are able transfer skills into subsequent design courses. [ABSTRACT FROM AUTHOR]

When managing invasive species, it is paramount to focus on educating the community, essential stakeholders, and future generations. The primary focus of any grassroots program is to create high quality educational materials to those that can quickly and widely disseminate knowledge and skills. The paper describes the effort between the School of Agricultural Sciences, the Department of Engineering Technology, and an Invasive Species Institute at SHSU utilizing a grassroots-program regime to create educational units of instruction for use in public and private schools. To deliver action packed lessons quickly and efficiently in classrooms across the state, the authors plan to provide the Unit of Instruction through several virtual platforms and offer professional development to the 2000+ Agriculture, Food and Natural Resource (AFNR) teachers in the 1100+ programs in Texas. Unit topics are related to Agriculture biosecurity and sustainability, including an overview of USDA-APHIS-PPA, priority pests, the agricultural and economic impact of invasive species in Texas, crop pest identification, reporting procedures, and mitigation practices. These units of instruction will follow a lesson-discussion based model. [ABSTRACT FROM AUTHOR]

ABET CAC (Computing Accreditation Commission) is in the semi-final stage of approving program criteria for Data Science within Computing programs for the first-time. Pilot CAC Data Science accreditation is being planned for the upcoming 2021-2022 accreditation cycle. In the meantime, ABET ANSAC (Applied and Natural Science Accreditation Commission) is also working with American Statistical Association in initiating the Data Science accreditation within Applied and Natural Science programs. This paper describes the ABET General and proposed or potential Data Science Specific Student Outcomes and Curriculum criteria within both Computing Programs and Applied and Natural Science Programs. Based on these criteria, we reviewed our university system's two existing BS Data Science programs: one developed jointly by Computer Science and Statistics programs; another one mainly from a Statistics program and determined whether they satisfy the ABET accreditation requirements for Data Science programs. We investigate how these two programs can be improved to satisfy the ABET Data Science curriculum requirements either as a Computing program or as an Applied and Natural Science program. Recommendations of curriculum changes are made to improve these programs for accreditation. We further describe specially how Data Science programs can work with other programs to incorporate application domains as required by ABET. We expect that this study will serve as a guideline for Data Science programs to develop curricula and seek accreditation. [ABSTRACT FROM AUTHOR]

The objective of this paper is to introduce an experimental setup to control vibration for educational purposes in undergraduate mechanical engineering program. The experimental set up presented in this paper is designed to allow the instructors to tailor and customize the experiments per the requirements of various mechanical courses. This vibration control is structured to study and control the vibration of a piezoelectric tube actuator, which is controlled by applying voltage difference across x and y axis. The piezoelectric tube was selected to be at the center of the experimental setup due to its importance in micro-positioning systems such as the Atomic Force Microscope (AFM). Due to the negative effect of high vibrations on the performance of AFM and other micro-positioning systems, vibration reduction of piezoelectric actuators is a very active research topic. Therefore, the introduction of piezoelectric actuators vibrations control experiment offers an excellent opportunity for students to learn more about the engineering problems and challenges associated with micro-positioning systems, which are not typically covered in classic mechanical engineering curriculum. The experimental setup introduced in this paper was used in a project in advanced dynamic systems and controls course. In this project, the students applied input shaping feedforward techniques to control the vibrations of piezoelectric tube when subjected to input step excitation. The success of the vibration reduction controllers was verified using the data acquired from two fiber optic displacement sensors. In addition, the experiment exposed the students to essential experimental principles such as calibration, data acquisition and sensor limitations. [ABSTRACT FROM AUTHOR]

Engineering design has become an integral part of K-12 science education with the release of the Next Generation Science Standards (NGSS) and their adoption by almost 20 states. Both the core ideas and practices in the new standards include engineering design. Significant anticipated challenges have been described related to the prospect of teaching and assessing this new aspect of the science curriculum. Two of the primary challenges are that (a) few science and general education teachers have the knowledge and skill to guide students in engaging in design activities that integrate engineering and science and (b) assessments currently being used in the K-12 arena do not measure engineering design and cannot easily be adapted to do so. In this paper, I describe research efforts to inform the development of assessments that engage students in a design process. The focus here is on the use of student engagement in a paper-based design activity with the students' design goal being to suggest improvements to a solar still such that it could be used to provide drinking water for households that have access to ocean water but limited access to fresh water. The data collected as pairs of students engaged in the activity are being used to inform development of an interactive online simulation for a design activity that is currently being developed as a performance assessment that might be used formatively to guide instructional decisions around engineering design. [ABSTRACT FROM AUTHOR]

In education, experiential learning has become a best practice, high-impact strategy, because engaging with real life problems heightens students' interest, teaches them career-related skills, and enables them to become more self-aware/mature independent thinkers. While many students engage in experiential learning activities voluntarily, some schools have formalized a credited version as an elective to ensure the learning includes the reflective and conceptual components, as verified by a deliverable outcome. A few schools such as Messiah College have also gone a step further to require an approved experiential learning activity of all students, including engineering majors, to enhance their career preparation and community engagement before graduation. Students matriculating to Messiah College as of 2015 may now opt to fulfill the Experiential Learning Initiative (ELI) by either credited internship, practicum, service learning, leadership, off campus program, or research. While pre-graduation professional preparation may be new for some liberal arts disciplines, engineering has encouraged an experiential approach for some time. Since 2007, the Engineering Department at our institution has required students to complete a multiyear "practicum" which functions as an on-campus credited internship with our Collaboratory for Strategic Partnerships and Applied Research. Junior and senior engineering students receive credit for such project work through a four-semester Engineering Project 1-4 sequence, coupled with a two-semester Engineering Seminar 1-2 sequence as the reflective component. What remains is to incorporate the new features of the ELI mandate. While many engineering students on their own already complete paid internships with off-campus companies before graduation, to avoid extra tuition expense and unneeded credits, few opt for an academically approved internship with its intentional reflective component. Thus, we have decided to embed the specific ELI requirements related to reflection and the deliverable into our existing on-campus required upper divisional project curriculum structure. In our Seminar 1 course, students write four pre-experience learning objectives in stipulated areas; during Seminar 2, they complete correlated post-experience reflective questions, and compose a deliverable. In between Seminar 1 and 2, students have one to three semesters of work experience in their Project 1-4 courses, to serve as the basis of their reflection. As an example of how engineering at our institution has implemented a new college-wide formalized experiential learning requirement, this paper details its incorporation into our existing curriculum, the nature of formative and reflective questions used, parameters of students' structured experience, expectations of the evaluative rubric used for assessment, specifications of the deliverable, and connection to the Kolb model. This paper also identifies and briefly describes a sample of the interdisciplinary projects from which our students choose to do their project experience, some local and others international in scope, providing a range of impactful experiences on which to reflect. [ABSTRACT FROM AUTHOR]

A wide body of research shows increased student engagement and student retention from the use of high-impact practices such as learning communities, first-year experiences, undergraduate research, or service learning. However, many of these practices pose challenges on a virtual college campus or in an online classroom. This paper explores a case study where service learning projects were incorporated into two introductory engineering classes, one taught in a traditional face-to-face format and the other taught online. In this case study, the face-to-face students worked in small groups with a local historical society to create interactive museum exhibits. The online students engaged in a wider variety of projects, either based in their home communities or matched with the community of the instructor. This paper explores some of the challenges involved with engaging online students with community-based service learning projects, including those that were unique to the online environment and those shared with the face-to-face class. This paper will also discuss lessons learned in adapting online groups to work on a service project and the importance of interpersonal dynamics with geographically dispersed team members. The two classes were similar in size and followed comparable course content in their respective modes of instruction. Assessment of the students and their progress is ongoing. [ABSTRACT FROM AUTHOR]

This academic practice paper describes the design of a new Vertically Integrated Projects course on smart cities at New York University Tandon School of Engineering. It provides an overview of smart cities topics and related project-based design curriculum. The goal of this paper is to make this type of course transferable to other universities. Vertically Integrated Projects, a program based at Georgia Institute of Technology, has expanded to a consortium of 24 universities. The goal of this program is to provide long-term research projects to undergraduate students. Typically, five to thirty students from all grade levels and disciplines work under a faculty advisor on a team project. Sophomore to senior students receive one credit hour per semester and must enroll for at least three consecutive semesters. Requiring multiple semesters helps students to advance the project's complexity and move through ranks of leadership. Teams recruit students at the sophomore level and can have leaders through the graduate level. This research paper documents the preparation of a Vertically Integrated Projects course focused on creating innovative technology for smart cities initiatives. Four sub-teams will be working on different aspects of smart cities: including quantified cities, autonomous vehicles, connected infrastructure, and shared mobility. [ABSTRACT FROM AUTHOR]

Engineering Technology curriculum generally provides wide spread knowledge in problem solving, management of resources, and process planning. Quality Control is a key skill required by Engineering Technologists, who work in project-driven manufacturing companies. An Industry Advisory Council for a university in Louisiana expressed the need for quality control trained graduates, and worked with Engineering Technology faculty to develop a postbaccalaureate certificate program focused on quality control. This paper discusses the development of a post-baccalaureate industry certificate program in quality control. It starts by identifying the need for quality control knowledge and skills. After that it discusses the key components for quality control body of knowledge. These components led to identifying relevant course topics to include: Statistical Analysis, Economics, and Quality. These topics were used to evaluate university curricula to identify what existing courses can be used to deliver the required knowledge and skills. Furthermore, the developed certificate is offered both face-to-face and online, hence the paper discusses adaptations of content to facilitate delivery in these different environments. The paper concludes by providing directions for future development of the certificate. [ABSTRACT FROM AUTHOR]

Nanotechnology is a rapidly advancing field that shows promise in solving current science and technology challenges through the innovative materials, processes/devices, and their applications. Nanomanufacturing, including self-assembly, has become an important tool in developing nanoscale devices as applied to medicine, electronics, and energy. Given the diverse nature of the nanotechnology, a class of multidisciplinary students combined into a nanotechnology course, show great potentials of enhancing the integration of engineering/science knowledge and the learning experience of the students. This paper discusses the impact of introducing four combined nanotechnology-research curricula as part of Engineering and Science programs. These courses cover a wide range of nanotechnology aspects including materials; fabrication; characterization; instrumentation; device principles; and applications in energy, medicine, and information technology. Two of these courses include laboratory hands-on-experiences with material characterization, instrumentation, manifestation of nanotechnology effects, semiconductor device fabrication, MEMS/NEMS and microfluidic simulation, and lab-on-a-chip fabrication and testing. These courses include extensive literature review in the form of term paper assignments and poster presentations. The impacts of the courses include integration of science and engineering elements into nanotechnology curricula, leading to improved multidisciplinary research focus areas. At the educational front, the new model of the multidisciplinary program has contributed to the technical elective offered within the plan of studies in both Engineering and Science programs. The cooperative multidisciplinary research enabled by the curricula has enhanced the undergraduate and graduate programs as well as student enrollment in these programs. This paper presents the outcome of multidisciplinary nanotechnology curricula on the education and research in the form of students participation in the developed courses and the nanotechnology track, as well as survey data collected from the students on their learning experiences. Additionally, data shows that more than 20% of the graduate students pursuing thesis options in engineering are related to nanotechnology, covering materials, physics, devices, and applications in renewable energy and health sciences. Survey data also shows that freshman engineering students have developed problem solving skills and foundation from a nanotechnology program presented elsewhere. [ABSTRACT FROM AUTHOR]

PEEPS (Program for Engineering Excellence for Partner Schools) NSF S-STEM scholarship was designed to support students from low socioeconomic, first generation and/or underrepresented groups in obtaining an undergraduate engineering degree at California Polytechnic State University in San Luis Obispo (Cal Poly). Students receive up to $10,000/year to aid in paying tuition, housing or other school expenses. The program was modeled after the Posse Foundation cohort model. At our university, student cohorts are formed by scheduling them into engineering major and support courses together. Students also engaged in monthly advising sessions, tutoring services, engineering success courses, group socials and engineering outreach activities. There is a total of 13 students in two cohorts. These students are currently in their 3rd and 4th year at the university. Last spring, we interviewed each student individually to see if we could learn from their experiences. The interviews were transcribed and analyzed for themes. There is much in the interviews, but we discuss the findings using Yosso's Community Cultural Wealth model. We discuss the role of financial support, navigating a predominantly white institution (navigational capital), a smoother transition into university life (Social Capital), peers as social support (Social Capital), and aspiring to make a social impact (Resistance Capital). It is our hope that this paper gives voice to these students who have brought with them assets as they maneuver this predominately white institution. It is our hope the insights from this paper will help all of us develop support structures that will transform our institutions and others like it. [ABSTRACT FROM AUTHOR]

The unfulfilled demand for skilled manufacturing workforce at the technical level is a concern that has been shared by industry leaders across the nation. According to a study published in 2015 by Deloitte and the Manufacturing Institute the U.S. manufacturing industry will add nearly 3.4 million jobs in the next 10 years to meet global consumer demand. The study states that 84% of executives agree that there is a talent shortage in the U.S. manufacturing sector [1]. In 2015 Florida Advanced Technological Education Center (FLATE) reported over 14,000 different companies employ 355,000 individuals in the manufacturing fields in Florida. These manufacturing firms suffer economic loss from the limited pool of the available skilled workers at technical levels [2]. According to the 2015-2016 Florida Statewide Demand Occupation List, the growth in manufacturing jobs continues to climb with a 7% increase in annual growth of available jobs anticipated in manufacturing across the state. With rising concern about an inadequate workforce, the research team is working with industry partners to identify needs and provide educational resources and sustainable programs in advanced technical education. To address the need, the research team enhanced the design and development of the existing Associate Degree in Engineering with adding new specializations and on-site manufacturing experience. This paper will address the model that has been developed through the use of Quality Function Deployment Method and based on industry requirements. Using surveys and interviews with industry leaders, information were collected and summarized in the house of quality. Industry feedback was used in creating the design specification for the new curriculum. [ABSTRACT FROM AUTHOR]

This Lessons Learned Paper describes a yearlong faculty development pilot program that was designed to help a team of faculty de-risk their pursuit of wicked research problems. Wicked problems are extraordinarily difficult to solve due to their incomplete, contradictory, and at times changing requirements. They often include multiple stakeholders with competing interests and worldviews. As a result, they are risky by definition because they are difficult to fund, publish, and collaborate on. Presented here, a team of eleven faculty, from six different academic units, explored their personal and professional values during an initial off-site two and a half day retreat. These values were repeatedly revisited when discussing the implications of the team working together on their curriculum, tenure and promotion guidelines, hiring criteria, and pursuit of wicked problems. Faculty representation included all ranks from a brand new assistant professor to several full professors. This paper will discuss the background and implementation of our program, along with key lessons learned and how we are building on those lessons. [ABSTRACT FROM AUTHOR]

With the changing global business environment, engineering managers and executives need to deal with the competition related business and engineering issues constantly. They need to have a vision while working on their management and engineering tasks and making various decisions. The objective of this paper is to discuss the ways to educate and train engineering management students to sharpen their abilities in making good decisions and creating a vision in a competitive environment. This paper will also discuss the effect of embedding the consideration of marketing, branding, value creation, innovation, global location characteristics, policies related engineering issues, and competition into class case studies and projects. The purpose is to teach engineering management students how to make good decisions with a broader business and engineering vision while managing engineering and business operations. In this research, the examples discussed include a term case study assigned to students to develop an investment strategy for a top 5 brand value company to increase market share in the next top global smartphone market, a term project to design and develop a transparent factory in the US locations to promote Made-in-USA approach, and a term project to consider moving existing engineering and manufacturing activities in a top smart phone company from abroad back to the US locations for following the Made-in-USA trend. The purpose of using these term case studies and projects in engineering management related classes is to lead students to realize the importance of value creation, market dominance, understanding of competition, innovative approaches, good handling of global economy and policies related issues for successful engineering operations and decision-making. [ABSTRACT FROM AUTHOR]

This paper describes the development and implementation of a sophomore level laboratory course entitled "Experimental Design and Technical Writing." The course was created to meet multiple objectives for a Bachelor of Science in Engineering (BSE) program at the University of Southern Indiana. First, stakeholders from the program advisory board identified the importance and need for improvement in the communication skills of graduates. In particular, they expressed a desire for employees to excel with various forms of written memoranda and reports, and the ability to comfortably deliver formal and informal oral presentations. Furthermore, the importance of writing within one's discipline was affirmed at the university level with a 2014 rewrite of the general education requirements for all bachelor degree programs. The new requirements include two "Writing Intensive" experience courses to be 'embedded' within a disciplinary topic. In addition to addressing the need for instruction in technical communication, the new course adds experiential learning and ethics to the sophomore engineering curriculum. The format of this course is a 3 hour per week, combined lecture + laboratory, worth 2 credit hours. The syllabus has four content modules and an oral presentation module. Content includes experimental methods, design, and technical writing. The experimental methods component includes measurement error, calibration, experimental uncertainty propagation, and statistical analysis of data. Writing and oral presentation assignments are tailored to each module and call for an array of both formal and informal formats. Small section sizes (16 students) allow the instructor ample time to provide detailed reviews of student writing on assignments. The modular design of the syllabus can accommodate any number of potential experiments as long as they meet the course outcomes. Current content modules include truss design & analysis, measurement uncertainty quantification, ethics case studies, and a pendulum air rocket experiment. The final module is a group presentation on an experiment conducted during the semester. This paper will include additional details on the course modules, student perceptions of the course, and an assessment of student learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe a new and innovative course in engineering management focusing on leadership and diversity. The paper provides the key learning objectives, instructional strategies, and the success of the course pilot in Spring 2017. The course was piloted with five graduate students in Spring 2017 and piloted again in Spring 2018 with 14 students, 3 undergraduates and 11 graduate students. Assessment of student learning was evaluated through the university's student evaluation of teaching (SET) surveys, through two quiz questions, and through an instructor provided single question survey, asking the students, "How did this course change your life?" Some key findings from the student survey included: "This course creates a vision of our personal growth. It is a complete overall course on life, its characteristics, other managerial skills and last but not the least it encourages you to be a good leader. The most beneficial part that I learned from this course is that I understand how to organize my life and how to make a specific step-by-step plan to achieve my goals. I used to think I could never be a leader. I am not afraid to think about myself as a leader, I started to imagine that I could be a leader now." The value of the course is to develop leaders to excel in a diverse workforce. It provides students with an awareness of the barriers, biases and challenges to diversity in engineering, and provides strategies that can be used to improve satisfaction in the engineering workplace and in academia. [ABSTRACT FROM AUTHOR]

This paper reports the first two phases of an on-going, multi-year project that seeks to create an integrated ethics curriculum for undergraduate Biological Engineering (BE) majors at a large, public university. Our objective is to create an exemplar process that encourages engineering faculty members to contribute to, and develop ownership of, the ethics curriculum. Literature in engineering education research has called attention to faculty buy-in as one of the key indicators of successful educational innovation. Scholars of ethics education also note engineering faculty's attitude as a crucial factor in meaningful integration of ethics in the engineering curriculum. Informed by the findings of engineering education and engineering ethics literature, our project team engages the BE faculty in an ethics curriculum development initiative with five phases: 1) need assessment interviews, 2) faculty workshops, 3) curriculum design, 4) curriculum implementation, and 5) project assessment and improvement. This paper reports in detail the first two phases of this on-going project. First, one of the authors conducted semistructured interviews with instructors of BE courses to understand their present approaches to ethics education and the perceived need for improvement. Second, authors of this paper organized three interactive workshops, in which the BE faculty and our project team explored frameworks of ethical reasoning, pedagogy for ethics education, and ethics-related learning objectives. These engagement activities resulted in a list of 11 ethics related learning objectives agreed upon by the BE faculty; these learning objectives formed the basis of an ethics-across-the-curriculum experience for BE students. Informed by the interview findings and the list of ethics learning objectives, the authors continue to work with a team of BE instructors to develop appropriate course contents, instructional materials, and delivery methods in four successive courses that spread across the junior and senior years of the BE curriculum. The design, implementation, and assessment of the ethics curriculum will be reported in future publications. [ABSTRACT FROM AUTHOR]

This paper presents the authors' continuing study in investigating the efficacy of quizzes and homework in an engineering mechanics (Statics & Dynamics) course, starting from academic year 2013-2014. With these longitudinal data, our previous papers on this study concluded that homework did not significantly correlate with student performance on exams and that variations in homework methods had little impact on student performance in the class. Time surveys confirm that students often spend their time studying for the next quiz or exam. However, mistakes made on previous quizzes and exams are often repeated on later exams; suggesting students may not spend sufficient time in reflecting and improving their mastering of topics covered in previous quizzes and exams. As such, the authors have implemented exam wrappers to obtain students' reflection on their quiz and early exam performance in current course offerings. Wrappers formalize the process of reviewing quiz and exam performance by asking students to formally record where mistakes may have occurred. Additionally, exam wrappers encourage reflection not only on exam performance, but also on how individuals prepared for the exam. Our premise is that the behavioral change from students, such as more reflection on the results of the formative assessment and clearer awareness of where mistakes occurred, may improve their performance on subsequent exams. In this paper, the authors will explore the relationship between wrappers and exam scores. The effectiveness of the wrappers will also be qualitatively assessed from a survey of students' perceptions at the end of each semester. [ABSTRACT FROM AUTHOR]

This research paper investigates how a renowned national model for engineering mathematics education is adapted and adjusted for implementation within a new large public university site, and the consequences of these modifications for students, instructors, administrators, and institutions. By examining how elements of the original Wright State Model are replicated or mutated in the process of starting a pilot course, we illustrate not just the challenges inherent to creating a new course in a new place but also the ways seemingly neutral and benign objects (such as course numbers and course titles) are transformed and modified to suit local contexts. Further, we show what is lost and gained through the adaptation and conversion processes of moving an established course model from one institution to another. We argue that these negotiations and local compromises are worthy of detailed examination to understand more about the existing social organization of academic institutions in order to reveal structures that both limit and enable the success or failure of educational initiatives and innovations. This paper integrates ethnographic data, institutional artifacts, and student survey responses to demonstrate how the pilot course implementation is not a one-to-one replication of the original model; rather it is a mutation of how the course exists at Wright State. Viewing the course as a mutation enables a deeper analysis of the institutional processes required to instantiate a new educational initiative within existing systems, curricula, and infrastructures, with implications for engineering educators looking to make positive change within their home institutions. [ABSTRACT FROM AUTHOR]

This paper describes three projects from a graduate structures course in the architectural curriculum at the University of Illinois, Urbana-Champaign. The senior author has been teaching "deployable structures" as part of required courses, as independent study and as an exclusive course when possible. Constructing transformable designs has been exciting and challenging to architecture students who typically design structures to be static. Students have been able to implement the principles and advantages of transformability, namely - deployability, lightness, ease of transportation, ease of erection and material reuse, in their design projects either in portions of their buildings or as the main structural system. This paper starts with a brief discussion of the importance of courses dedicated to deployable structures in architecture and architectural engineering curricula. The three projects are described to provide a sense of the knowledge and skills required by students to be successful in the endeavor. Both "research" and "learning by making" were central to the projects assigned. With American universities intrinsically serving as experimental grounds for rethinking design curricula, the possibilities of teaching a course on transformable architecture in the context of disciplinary diversity has never been as ripe. [ABSTRACT FROM AUTHOR]

The first course in engineering thermodynamics is considered an aboveaverage challenge by many engineering students. The mathematical rigor of the course is surely not the reason; the requirements of understanding substance properties and of developing methodical problemsolving techniques, likely, are major causes. We have modified our teaching methods in this course to an inverted or flipped classroom that employed less formal instruction techniques than the traditional lecture. Our smaller classsizes (typically less than 30) allow for direct instruction by the instructor and the peer mentor, group problemsolving, and other techniques. This paper discusses observed effectiveness of using nonlecture techniques compared to a lecturebased course. The results of lecturebased courses were observed over several years. The results are compared to results in nonlecturebased courses, taught by the same instructor, in two offerings in Fall 2012 and Fall 2014. The Thermodynamics Concept Inventory has been used as well as overall performance on quizzes, projects, and exams. Other qualitative observations are also discussed. Positive effects were previously observed in the nonlecture course compared to the lecture course and this paper discusses our most recent observations. [ABSTRACT FROM AUTHOR]