His area of scientific research is reinforced and prestressed concrete structures and his teaching interests include first-year courses and the use of scientific visualization technology in undergraduate engineering course. Barbara Engerer, Valparaiso University Barbara Engerer is the Freshman Engineering Coordinator at Valparaiso University. She advises the freshman engineering students and coordinates the first-year courses. She was the first woman to receive a national award in the AIChE National Student Problem Contest. Doug Tougaw, Valparaiso University Doug Tougaw is the Leitha and Willard Richardson Professor of Engineering and Department Chair of Electrical and Computer Engineering at Valparaiso University. His area of scientific research is nanotechnology, and his teaching interests include first-year courses and the interaction between engineering and business.

The work presented in this paper focuses on our Mechanics-Statics course. When solving 3D free-body diagram problems, students often have difficulty in interpreting the spatial layout of structures when problems are presented on the written page or on a chalkboard/whiteboard. Our method projects free-body diagrams on a 3D display where they can be rotated or translated. Students were tested on their ability to recognize whether 3D vectors acting on the diagrams had components in the positive or negative x, y, and z axes. The diagrams were modeled from 2D drawings from standard textbook homework problems. The control for this experiment was students viewing the model in this classic sense. To date we have quantitative and qualitative data from three different semesters of the course.The contributions of this work include an assessment of how much is gained by teaching statics using virtual reality hardware and an analysis of students' abilities in interpreting free body diagrams presented in different formats.

Insight into how a student chapter of the American Society for Engineering Education (ASEE) can survive through many years may be provided by the experiences of the ASEE student chapter at The University of Texas at Austin. ASEE student chapters offer many professional development opportunities for engineering students considering possible careers in academia. However, there are currently less than ten ASEE student chapters, and several ASEE student chapters that were initiated in the past are no longer active. In contrast to th is, the ASEE student chapter at UT-Austin has existed and remained active for six consecutive years. Issues that are important in the survival of an ASEE student chapter include promoting ASEE activities to both graduate and undergraduate students, keeping students involved, developing faculty support, and securing funding. By establishing and following procedures for addressing these issues each year, an ASEE student chapter may continue functioning from year to year.

take a multidisciplinary senior design course. In the first week of the Fall semester, students are assigned to teams (based on their ranked preference), and each team is then given a project that contains both electrical and mechanical aspects. Some past projects have included competing in national design competitions, developing a student entrepreneurial project, creating a prototype for industry, advancing a National Science Foundation sponsored research project, or helping people in developing countries. Teams are typically made up of two to three electrical/computer engineering students and two to three mechanical engineering students. All teams have a primary advisor from one discipline and a secondary advisor from another discipline to balance the expertise available to each team. The structure of the course follows the design process from conception to a computational model of the design to the creation of a physical prototype. The loop is closed by requiring each team to test their prototype based on design requirements developed earlier in the design process.In the summer of 2006, the College of Engineering and the College of Business Administration offered their first course in a new Master of Engineering Management (MEM) program. A unique aspect of this program is the MEM 625/626 course sequence. In this pair of courses, MEM graduate students become project managers for the senior design teams in the undergraduate, multidisciplinary senior design course described above. This has had numerous benefits for both programs. Undergraduates are now given an experience that more closely resembles that which many will find in industry upon graduation, while the graduate students are given a chance to practice the project management skills learned in their own coursework. This paper describes the decisions made during the process of incorporating the graduate students into the undergraduate, senior projects course, the benefits of these choices, and the lessons learned throughout this process.

BACKGROUND The World Health Organization (UNICEF and WHO, 2012), estimates that over 750 million people do not have access to simple potable-water service, while over two billion people, a majority of whom live in rural areas, utilize contaminated water. An example of a community like this is Marwa Village located in the Kilimanjaro region of Tanzania. In Marwa, the Pangani River is the most reliable water source for the community. Most residents travel three to six kilometers to the Pangani River daily to obtain water for domestic use. Even though this river has an abundance of water, human capacity limits the amount of water that can be carried home, in addition the water is unfortunately contaminated with bacteria, pathogens, and pollutants. The inability to access a sufficient quantity of clean water is one of the greatest factors hampering sustainable community and economic development of this region. Tanzania consist of over 100 different tribes that share common cultural practices and language. The community members of Marwa are predominantly progressive Maasai, but the population also includes people from both the Chagga and Pare tribes. The Maasai have historically been a nomadic, pastoralist society; however, the Tanzanian and Kenyan governments have been applying pressure to their Maasai communities to establish permanent settlements due to concerns with grazing and property rights (McCabe, Leslie, & DeLuca, 2010). In 2015, the population was estimated to be between 3,500 and 4,500. More recent estimates from local NGO Kilimanjaro Hope Organization (KiHO) suggests the village population at approximately 5,000 with the expectation that it will continue to grow.