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ByKim RoddisKim Roddis
Updated: 8/15/2019 11:11 AM
Shortly before I went to Lawrence, KS this summer, a tornado swept through just south of town. The photo shows a road sign that collapsed due to the wind force. The steel wide flange sections supporting the sign failed (LTB) under the lateral wind load. As a homework problem, ask students to find the failure load for the sign. What alternatives could have been used?
DisciplinesCivil Engineering InstitutionsThe George Washington University
Updated: 8/25/2023 8:52 AM
To become an editor for this CardDeck, please comment directly on this card.If you want to add your cards to this deck, please also leave a comment directly on this card. ** This CardDeck includes all cards related to mechanical and aerospace engineering in the order that they would appear in the curriculum.
CategoriesEngineering Unleashed Resources DisciplinesAerospace Engineering | Mechanical Engineering InstitutionsFlorida Institute of Technology
ByDavid Mikesell, David MikesellLawrence NeeleyLawrence Neeley
Updated: 11/20/2020 9:37 AM
Everyone receives daily feedback on a wide variety of things: appearance, choices, decisions, efforts. How we choose to receive and use that feedback makes a big difference in how we are able to learn and grow from it. In developing students’ ability to more effectively give and receive feedback, we directly and fundamentally address the key value of Curiosity. If curiosity is the mindset that empowers students to investigate our rapidly changing world, feedback is the skillset that unlocks and enables that mindset. ContextThis module is delivered to seniors before and after their first "Project Review Board" (PRB), where their capstone team presents their project and progress to an audience of 5-6 engineering faculty and engineers in industry. This is an exercise where they will receive feedback on their project, and it may be unpleasant. They don't just present then receive a grade; they will be interrupted many times with questions, suggestions, criticism, and perhaps approval. Experience shows that students do not always respond well to this type of exercise; thus this module was developed to help students learn how to make the most of feedback of any sort.Schedule1. Assignment before Day 1: Read the Introduction and Chapter 1 of Thanks for the Feedback: The Science and Art of Receiving Feedback Well, Stone, D. and Heen, S.2. Day 1 discussion, before PRB (see "Feedback lessons.pdf" and "Feedback slides.pdf")3. Assignment before Day 2: Complete "Guide to Working with Me". Share your results with your capstone team.4. Day 2 discussion, after PRB (see "Feedback lessons.pdf" and "Feedback slides.pdf")5. Day 2 scenario exercise
DisciplinesComprehensive InstitutionsOhio Northern University | Franklin W. Olin College of Engineering
ByDamian SalasDamian Salas
Updated: 4/3/2019 11:29 AM
A measure of any successful organization—nonprofit or for profit—is the commitment of its team members. To gain a commitment, members must recognize their strengths and opportunities for personal growth, be empowered to act, and be engaged toward a common goal. Finding the right team members, therefore, is the cornerstone in building any new organization. For a startup company, these qualities are amplified and can be a measure of the success or failure of the company. The overall goal of this course is to evaluate the different approaches in forming teams during the startup of a new company. We will overlay personality traits to evidence-based and anecdotal team formation models, and determine the advantages and disadvantages of each--all with purpose of assessing their impact on the expected outcomes.
DisciplinesBusiness, Economics, & Law InstitutionsDrexel University
ByCurtis Abel, Curtis AbelEric Young, Eric YoungJanet Zafiris, Janet ZafirisLeslie Dodson, Leslie DodsonVinny SaboVinny Sabo
Updated: 8/14/2018 9:07 AM
The purpose of this technical communication activity is to challenge students to communicate science effectively to stakeholders. This includes decision makers (executives, regulatory agencies, government officials) and the lay public.Biotechnology is a growing field with many new innovations occurring every year. Particularly in biotech, innovations cause many to grapple with ethical or moral implications. Many of these are legitimate, but there is much room for intentional misinformation or inaccuracies to enter into the knowledge gap that exists between the experts and the lay public. Students going into the field of biotechnology must be equipped to deal effectively with disagreement and dissent without dismissing out of hand legitimate concerns.Through this project, students will gain the experience of seeing an issue from its many sides and developing effective techniques to argue their position in terms of value creation. They will get practice using the concepts of value creation and entrepreneurial mindset in the context of the GMO debate.The GMO that this EML is currently built around is the American chestnut tree, a real-life non-profit project to restore the American chestnut to its historical widespread abundance in the Eastern United States. Students must create a one page brief, emphasizing concise writing, to argue their position. Students must also create a short presentation, again focusing on clear presentation of facts, in preparation for a “town hall” style debate where all issues are discussed. The debate around this project can be really fun and instructive for the students – they really take this debate and run with it!
DisciplinesBiomedical Engineering | Chemical Engineering | Environmental Engineering InstitutionsWorcester Polytechnic Institute
ByJeffrey Welch, Jeffrey WelchMartin CenekMartin Cenek
Updated: 12/4/2019 6:27 PM
What: Students will be given a functional but inefficient piece of code that find the shortest flight path between any two selected airports. They will work in teams to analyze and optimize the code using different data-structure concepts that include: arrays, linked lists, and hashes. Additional data structured to explore include priority queues, min/max heaps Who: Students in an introductory data structures and algorithms class, students will complete the activity in a group of three to five. Where: Classroom/computer lab environment. When: Homework assignment, plus one class period.
DisciplinesAerospace Engineering | Computer Science | Electrical & Computer Engineering InstitutionsUniversity of Portland
ByAlison Polasik, Alison PolasikAnastasia Rynearson, Anastasia RynearsonJacqueline Gartner, Jacqueline GartnerJenna Carpenter, Jenna CarpenterLee Rynearson, Lee Rynearson plus 1 more
Updated: 1/27/2020 10:23 AM
Main Point:  All Engineering students participate in multiple service and professional activities in their first year. In each of the courses in the first year engineering course sequence at Campbell University, students are required to participate in twenty-five hours of professional development and community service. This fosters the development of students’ engineering identity, encourages a sense of community, and aligns with the core values of the School of Engineering and Campbell University. There are a number of professional development and service activities sponsored by the school, and students also have the opportunity to choose a different activity with approval. Completion of these hours is worth 10% of the students’ final grade and is assessed on a pass/fail basis, which results in a high degree of compliance and minimal grading effort. Opportunities for professional development include: Technical Society meetings with guest speakers (ASME, AiChe, SWE, and IEEE).  A 5-hour “Engineering Techniques for Success” workshop held at the start of the fall semester.  A series of workshops offered by the School of Engineering on resume preparation, interviews, and  preparation for the career fair. Training on machines in the fabrication lab. ·        Visits to companies and manufacturing sites that are organized by the school and held in the spring. Past locations include BMW, Mertek, and the US National Whitewater Center. Opportunities for service include: Supporting STEM-related activities at nearby public schools (i.e. coaching robotics leagues, tutoring in math and science, etc.).  Assisting with outreach events at local schools.  Leading activities at Campbell University’s Visitation Day for prospective students.    Helping with the First Robotics State Championship, held at Campbell University in the spring.     Assisting with various departmental service including lab clean-up, preparation for events, and other faculty projects.  Get Value: What opportunities exist at your school for students to develop their personal identity as engineers and build community?
DisciplinesGeneral Engineering InstitutionsCampbell University
ByCindy Fry, Cindy FryKen Van Treuren, Ken Van TreurenWilliam JordanWilliam Jordan
Updated: 7/2/2020 3:43 PM
The students entering our classrooms are a unique group of individuals who have been labeled the "Internet Generation" or "iGen". They have a particular set of characteristics which reflect the environment in which they were raised. Namely, they have grown up with cell phones and the internet. The heavy dependence on social media and virtual relationships does influence how they learn and their emotional development. As faculty, it is important for us to be familiar with their background, who they are, so that we can help them develop as mature, responsible engineers. It is important for us to understand the pressures iGens face as mental illness from anxiety and depression seem to be a part of this generation, even more so in the presence of the Covid-19 crisis.The iGens are the next generation of entrepreneurs. They are very resourceful and can use the internet for good. They consume information but need help discerning what is useful and what is not. Given the right environment, an EML environment, these student can thrive and use their skills to a definite advantage. They like the challenge but need training in soft or professional skills to become effective in the workplace. We can help them see the opportunities to create value.This paper gives an overview of iGen students and describes what we as faculty can do to help prepare these students for the workplace and the "real world".
DisciplinesComprehensive InstitutionsBaylor University
This assignment has the students flip their perspective and move outside their comfort zone. Students have learned how to design the structure given a design forcing. For this particular class, students have already learned how to size armor stone based on wave height, stone density, stability factor, and structure slope. Their task is to test their knowledge by estimating the design wave from an image of a breakwater. As alluded to in the title, this will work for any structure, which has been built to withstand a design condition (for example the diameter of the monopile and the material should give the student a starting point for estimating the design wind loading on a wind power generator).Students will need to make assumptions in order to arrive at a solution. Do not tell them ahead of time what those assumptions are. To complete this task fro a breakwater they will need to:estimate the size of the stone based on cues in the image (e.g. person standing in the image)assume a type of stone from cues in the image (e.g. color and texture)assume standard slope of the breakwater (e.g. 1:2)assume stability factor (e.g. KD=2 or 4)Split the class into groups of 2 or 3.The groups are given the image and instructed to find the design wave (forcing) at this particular site based only on what is in the image.At this point the students are left to develop a solution. Resources are class notes and they can use MatLab to code up a solver.Some students will want to find the location, look the structure up on the internet and find out more details. It is left to the instructors discretion as to what resources the students are allowed to use. The task can be elaborated on by having the students code up the equation and apply a range of the variables for which assumptions were made, and then provide a range of possible design conditions based on each assumption.It is particularly interesting for the students to see how much the design wave height changes with in stone type or stability factor.
DisciplinesCivil Engineering | Engineering Science/Physics | Environmental Engineering | Aerospace Engineering | Architectural Engineering | Engineering Education | Physics InstitutionsFlorida Institute of Technology
Updated: 8/21/2019 6:25 AM
Course Context This module is an activity, which takes place approximately halfway through a Medicinal Chemistry graduate level course. Thus, students will have been exposed to a fair amount of introductory material in preparation for this activity. The course focuses on the medicinal chemistry aspects of drug discovery, design, development and approval. Topics include Chemotherapeutic Agents (such as antibacterial, antiviral and antitumor agents) and Pharmacodynamic Agents (such as antihypertensive, antiallergic, antiulcer and CNS agents). The syllabus with Course Learning objectives, list of topics and corresponding assessments is provided as an attachment to this card.    "Making Drugs–Legally"/ What Makes a Good Drug Bad? The Hook: Five thousand years ago the Chinese Emperor Shen Nung made a tea from an herb, Ma Huang, to treat cough and congestion. The active ingredient Ephedrine was isolated and used for years for the treatment of asthma. The left-handed version of ephedrine known as Sudafed is a popular nasal decongestant. Simply replacing an Oxygen and Hydrogen on either with a single Hydrogen atom provides the dangerously addictive recreational drug of abuse methamphetamine better known as “Crystal Meth”, made infamous by the TV series “Breaking Bad.” In this module, students are prompted to design orphan drug products for rare conditions and diseases. Students will employ a rationale based approach to drug design for legal and therapeutically useful products, based on the structure and function of the drug site of action (the target), and pharmacokinetic properties of the drug substance: absorption, distribution, metabolism and excretion (ADME). The activity involves Preparation outside of class in support of a team based project. It incorporates a Jig-Saw approach where Subject Matter Experts research the four major therapeutic targets and report back to the Home Group (the Team), followed by a formal Design and Presentation component.
DisciplinesBiomedical Engineering | Chemistry | Health Sciences & Medical InstitutionsWorcester Polytechnic Institute
ByScott Hummel, Scott HummelSusan Boerchers, Susan BoerchersSuzanne WestfallSuzanne Westfall
Updated: 7/23/2018 10:07 AM
As perhaps is true in any creative undertaking, inspirations, challenges, collaboration, disciplined process, discovery, and failure are all natural steps in pedagogy. Making these steps explicit with the Meta Mindset was something new and can be empowering for students.In THTR 312: Plays in Performance – Melodrama, the Meta Mindset was used as a project-based procedure for the students to create an adaptation of Charles Dickens’ classic novel A Christmas Carol as a non-denominational holiday rap performance entitled Hip-hop X-mas Karol. The Mindset was presented first, followed by the project. The class then followed this path: 1. Reading the original and brainstorming (inspiration);2. Reviewing the brainstorming to suss out problems (challenges);3. Creating a first draft of the five staves of the original (collaboration);4. Presenting the group work (self-evaluation and practiced creativity + more collaboration);5. Conducting exercises in diction, voice, movement, dance, musical performance, and acting (disciplined practice);6. Reviewing and revision of product (extrinsic value, enduring understanding).This process was revisited four or five times, sometimes with students getting stuck in the loops, sometimes with the professor adding further inspiration and collaboration with workshops by rap artist Baba Brinkman, choreography with dancer Adam Bramson, aesthetics with designer Erin Hopwood, and music integration with sound designer Tim Frey. As the class moved into the rehearsal/performance portion of the creation, students got stuck in more loops, collaborated to overcome challenges, and went around the carousel again and again in a process known as rehearsal.What evolved from the explicit use of the process was impressive. Students owned their project! The professor was able to step back from the director’s role (which initially left students very, very uncomfortable and nervous) and watched as the students created a piece of work from the ground up. Through the students’ collaboration, the whole was more than the sum of its parts. There were moments and scenes that would not have existed without the more than dozen creative minds working together. For many, self-discovery was a big part of this process: they spoke of the discoveries intrinsic to the process, but also of discoveries about skills they didn’t know they possessed and challenges they didn’t know they could meet.A sticky spot that arose was leadership in collaborations. Naturally some of the more experienced students tended to take over the process. However this lessened as students got to know and trust one another, and to respect the expertise of each member (i.e. theater students learned that math, biology, and government students had skills that they did not possess and vice versa).In addition, students are resistant to risk if it might lead to failure and failure might jeopardize grades. In this instance the professor was able to take grades off the table. Everyone earned an A. In this case it worked, and it was worthwhile to let the Meta Mindset work and the reward be intrinsic. While it would not work in all cases, perhaps due to the performance in front of an audience being its own extrinsic value, the students did not slack off. They all pulled together and contributed in important ways to the final product. Again, while the journey depicted by the Meta Mindset is not new to those in creative arts, when made more explicit, the process becomes more understandable, and more repeatable by students, which is a great mindset to have in the toolbox.
DisciplinesArts & Sciences InstitutionsLafayette College
Updated: 4/26/2019 12:56 PM
This module takes one class period and allows students to apply what they have learned about probability calculations to a hypothetical small business. Topic: Determining Probabilities  Module Duration: 1 Class Period Group Size: 3-4 students (This module follows a previous module "Descriptive Measures to Analyze Process for Small Business").  Hook: Using the set-up time analysis that you provided and the corresponding financial analysis, I opted not to purchase new equipment.  Rather, we made some equipment modifications for quick-change set-ups and moved some internal set-up to external set-up.  You helped to standardize the set-up process, so we are now averaging a 2.5 minute set-up time.  Now I am trying to reduce the number of set-ups with scheduling.  We make our dessert jars to order, but some of our jars go to local stores that order standard quantities bi-weekly.  I would like you to do some analysis using last month's orders to help me plan for next month. (Information provided in slides)
DisciplinesIndustrial & Manufacturing Engineering InstitutionsWichita State University
ByCharles Kim, Charles KimDebbie Chachra, Debbie ChachraKyle GipsonKyle Gipson
Updated: 12/20/2018 9:33 PM
Engineering leadership means different things to different people. But engineering leadership also might look very different for undergraduate students than for experienced professionals: developmentally and pedagogically appropriate learning experiences can lay the foundation for that later leadership. For undergraduates, the elements of engineering leadership include technical skills, effectual behavior (including the entrepreneurial mindset), teaming skills, and contextual awareness. In this workshop, participants will have the opportunity to engage with this framing, and to think about the activities our students already engage in that fit into this model of engineering leadership. This will enable us to collectively identify areas in which they are strongly developed, as well as areas where there are opportunities to offer new learning experiences. By sharing these activities in the group, we'll be able to articulate our individual and collective understanding of how engineering leadership is already being developed in our students, and how. The array of specific activities produced by participants can also serve both as a resource for each other, and as jumping-off point for the development of new learning experiences. Participants will leave with a new way of thinking about engineering leadership, an understanding of how the activities they do already contribute to the development of their students as engineering leaders, the ability to leverage the entrepreneurial mindset as a key element of engineering leadership, and practical approaches to address other elements of engineering leadership through learning experiences.
InstitutionsBucknell University | Franklin W. Olin College of Engineering | James Madison University
ByCristi Bell-Huff, Cristi Bell-HuffLawrence Neeley, Lawrence NeeleyLindy Mayled, Lindy MayledPaul Benkeser, Paul BenkeserRyan MeuthRyan Meuth
Updated: 1/4/2020 1:13 PM
During the 2019 KEEN Leader Meeting, our Network's annual strategy meeting, we deployed an agile-inspired approach to make progress on nine network priorities.The approach was meet with great feedback in helping more than 100 KEEN Leaders define success and develop action plans (i.e. proposals or RFPs) for the nine Network priorities. As such, we wanted to share our approach with others. Below you will find some of the templates and example resources that were developed for this meeting. We hope that you will find these resources useful for driving group progress on your campus, organization, or group priorities.  TEAMS - Tapping into our Collective Wisdom by Co-Creating Solutions In order to pull this off, we had four facilitators (who also co-created the approach and agenda) drive the meeting structure and approach for all working groups. Each working group was supported with two Guides to help keep the groups focused and encouraged to make progress. Working groups were capped at 13 participants (including the guides), but ideally these would be less than 10 participants. Consider leveraging breakout rooms to provide adequate space to work and hear one another. We had three working groups in each breakout room (with one facilitator running each room) for the first two Sprints but the rooms were a bit small making it hard to hear one another.  Additionally, we would recommend building in time for each team to get to know one another and establish (or at least agree to) team norms before they engage in their first Sprint. This is something that we did not do, but wish we did.  STRUCTURE - Fail Fast, Fail Often, Fail Forward to Success For all working groups we used the same structure. We leveraged three Sprints (complete design cycles) over one and a half days. Before the first Sprint, working groups interviewed one another to gather additional information for their specific areas of focus. Then, after each Sprint they pitched their product (either a proposal or RFP) to their peers and captured feedback for the next Sprint. An important aspect of a Sprint is that you complete the entire product each time - not just a portion of it. The philosophy is that you learn more from feedback on a rough implementation, than on heavily investing in a "design forward" approach.  This helps alleviate surprises from presenting themselves later in the deign process and allows the group to continuously improve their ideas over each of the Sprint cycles - by testing them with stakeholders and capturing feedback on their specific product. Each Sprint lasted only a couple hours forcing groups to move quickly and try things out with their stakeholders. We recommend ending Sprints with pitches prior to meal functions. This provides opportunities for informal feedback and testing to occur naturally. We also recommend using a formal method (i.e. forums) to capture real-time feedback from pitches.
DisciplinesComprehensive InstitutionsOther | Franklin W. Olin College of Engineering | Northern Arizona University | Georgia Institute of Technology | Arizona State University
ByBrent Sebold, Brent SeboldGary Lichtenstein, Gary Lichtensteinjim Collofello, jim CollofelloLindy Mayled, Lindy MayledMing ZhaoMing Zhao
Updated: 7/22/2019 9:12 PM
Description: Who, What, When, Where, Why Who is this designed for?  Computer science senior students who will work in groups (3-6 students per group) What is the new EM integration or idea you’re sharing in this card? This card shows an overview of integrating EM throughout this course. Major EM activities include: ·       Customer discovery: students will conduct customer discovery with the clients of their projects and describe the findings in their project proposals. ·       Value proposition: students will describe the value propositions of their projects in the proposals. ·       Design document: students will create design documents for their projects. ·       Prototyping: students will develop prototypes for their projects. ·       Product pitch: students will make product pitches to the audience at the capstone project showcase.    When does the integration take place and how long do the activities/strategies take? Integration takes place throughout the two-semester capstone. The students will spend one hour in class and about 10 hours out-of class every week on their projects. Where does this course/majority of activities occur? In class lectures and presentations; This course is a hybrid course, with both in-class and out-of-class activities. In-class activities include lectures given by the instructors at the start of the semester, and presentations and demos given by the students at the end of the semester. Out-of-class activities include weekly team meetings, bi-weekly meeting with project sponsors and customers, and team-based project development, throughout the semester. Why is it necessary/important for the course/program? The two-semester capstone course provides the most significant project experience to computer science students, allowing them to use the fundamental knowledge and practical skills acquired during their undergrad study to solve real-world computing problems. Integrating EM into this experience will help the students develop the necessary mindset and skills for discovering and solving problems that important to our society in their future careers.
InstitutionsArizona State University | Northern Arizona University
ByDouglas NelsonDouglas Nelson
Updated: 7/9/2019 8:00 AM
This activity was introduced during the second class period. The purpose is to have students experience the variety of technical and economic factors for materials selection. Students were allowed to work in pairs to select the most appropriate trail material for a specific situation. The client had limited money and no expertise in the field.
DisciplinesAgricultural Engineering | Architectural Engineering | Civil Engineering | Engineering Management | Environmental Engineering | General Engineering InstitutionsMilwaukee School of Engineering
Updated: 5/23/2018 2:18 PM
These elements are intended to enhance, not replace the existing curriculum for a 2-semester senior design project course.These projects are primarily proposed and funded by industry partners who invite students to apply their engineering experience and skill to solve a real-world problem that their business is facing.By introducing students to EM and the 3 Cs, they are reminded of the applicability of these concepts to product design.
DisciplinesComprehensive InstitutionsArizona State University
Updated: 4/3/2019 4:00 PM
This module use the story of the Comet Jetliner as an example to show the importance of the determination of strain concentration. Using the Comet Jetliner disaster as a hook statement, the student will discover what caused the disaster of the Comet. Then the students will work on literature review of measurement technologies used in the 1960s and the new measurement technologies used today. By comparing the conventional technologies and the new technologies, the student will discover the development trend of the strain concentration measurement technologies. In the end of the module, the student will develop strain measurement plan using multiple strain measurement technologies they had researched with a cost analysis. Techniques used: Think pair share, Personal Ranking, Group Ranking, Poster, Gallery Walk, and Jigsaw.
DisciplinesMechanical Engineering InstitutionsLawrence Technological University
Updated: 4/3/2019 2:50 PM
"Aunt Lucinda" has a cottage in France where the three-phase wiring configuration of power to her house is being changed from wye to delta. She wants her "nephew/niece" to verify if the change in wiring configuration will decrease the client's overall power usage. This activity was used in a senior level electrical engineering Three Phase AC Systems course. Lecture topics covered in this activity: balanced/unbalanced three-phase systems and power factor. This is a 6-week EML module structured as an independent learning activity. After the initial deployment of the activity during week 1, the majority of the development of the solution to the problem occurs outside of class time in weeks 2-6. However, there are still deliverables and short discussions that occur during class time to facilitate the learning to complete the activity. Advanced organizer questions: - How are Three Phase AC systems used in your daily life? - How is the electrical system in a house wired? How does interact with the power grid? Deployment of activity: - Introduce activity using slides (10-15min)
 - Painstorming or Value Proposition activity (15min)
 - Start developing client scoping questions (Remaining class time during 1 hr class period) Deliverables: - Pre-client scoping questions/ answers (10%) - Midpoint Summary (15%)
 - Final written report (75%)
 A grading scale out of 5 was used where 1=Poor, 2= Needs Improvement, 3=Acceptable, 4= Desired, 5=Exceptional

. No specific rubric was used but the instructor looked for quality and quantity of technical and entrepreneurial work documented in the final report. Summary questions: - What was the most challenging part in solving this problem? - What was the most rewarding aspect of completing this activity? - If you had eight more hours to work on this activity what next steps would you hope to accomplish? See the attached instructor guide for more details on deployment and deliverables of activity.
DisciplinesElectrical & Computer Engineering InstitutionsYork College of Pennsylvania
ByJianyu Liang, Jianyu LiangLaura Schumacher, Laura SchumacherLisa Abrams, Lisa AbramsMaria-Isabel CarnascialiMaria-Isabel Carnasciali
Updated: 12/3/2019 3:05 PM
We all have important, defining events in our lives. Such as, weddings graduations etc. The big ones are important.  However, smaller moments enrich our lives as well.  An unexpected gesture, wisdom shared by a mentor. These moments shape our lives and relationships.   We should intentionally  make time and space for these moments as the authors, Chip and Dan Heath, suggest.  These moments can then be replicated in business and customer service.  Please chat below about how you were inspired by The Power or Moments to look at ordinary transactions to add lasting value.
DisciplinesGeneral Engineering InstitutionsWorcester Polytechnic Institute | Other | The Ohio State University | Merrimack College