Collection

2016 Rocky Mountain Section Conference

Authors

Dina Battaglia; Krishna Sampigethaya; Akhan Almagambetov; Mehran Andalibi; Tyrone Groh; Kaela Martin; Matt Pavlina; Sam Siewert; Anne Boettcher

warranted emphasis. Undergraduate research integrationinto curriculum promises benefits: student engagement and development of employer-desiredskills such as communication, teamwork, analytical reasoning, and the application of knowledgeto real-world settings. This paper details the FLC’s efforts to incorporate more research intoseven undergraduate classes by using discovery learning pedagogies and to begin compiling alist of best practices to share with others. The fact that these efforts span different undergraduategrade levels and disciplines offers key insights for any undergraduate program. Further,discussions about the formation and collaboration of the FLC at this university presents a guideto others for starting one of their

Collection

2016 Rocky Mountain Section Conference

Authors

Susan M. Reynolds

: Experience as the Source of Learning and Development,” Prentice Hall, Englewood Cliffs, NJ, 1984.5 Schon, D. A., “The Reflective Practitioner: How Professionals Think in Action,” Basic Books, New York, NY, 1984.6 Mezirow, J., “Transformation Theory of Adult Learning,” in M. R. Welton (Ed.) “In Defense of the Lifeworld: Critical Perspectives on Adult Learning,” SUNY Press, New York, NY, 1995.7 Hong, Yi-Chun, and Ikseon Choi, “Assessing Reflective Thinking in Solving Design Problems: The Development of a Questionnaire,” British Journal of Educational Technology, British Educational Research Association, Vol. 46, No. 4, 2015. © American Society for Engineering Education

Collection

2016 Rocky Mountain Section Conference

Authors

Clifton B. Farnsworth; Evan Bingham; Justin E. Weidman

megaconstruction course, theprincipal objectives of the course, the key elements for student experience, and explains howthese were accomplished. Part II of this paper details the challenges experiences in recruitingstudents to participate and student perceptions of this study abroad experience.Institutions of higher education often include within their mission, aims, purposes, or objectivessome mention of preparing students to have an impact upon the world. One accrediting body forconstruction engineering and management programs requires that students receive a sufficientlybroad education where students understand the impact of providing solutions in a global andsocietal context and thus produce graduates prepared to enter a global workforce.1 There are

Collection

2016 Rocky Mountain Section Conference

Authors

Dixon Y. Nielson

124 2016 ASEE Rocky Mountain Section Conference The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context A recognition of the need for, and an ability to engage in life-long learning A knowledge of contemporary issues 1Given that these concepts are somewhat out of the norm of engineering topics, we wrestled withhow best to convey this information to our students. Additionally, because this course is onlyone-credit hour, our goal was to develop an instructional method that was both efficient andeffective. During the past few years we have tried several instructional approaches with varyingresults. This paper