Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

graduatewhen structured properly (Rassati et al. 2010; Solnosky et al. 2014). With regard to team situations in the classroom, most degree programs (teaching building en-gineering) are working to adopt more opportunities to develop team assignments, projects, andopportunities. These opportunities are often less than ideally constructed due to relatively few fac-ulty members being trained, or they have no similar industry experience necessary to guide studentteams. Such faculty often are unaware of the nuances that the teams must go through based onassignment structures (the major exception is faculty with significant industry experience) (­Hannahand Venkatachary 2010). Consequently, only a surface level understanding of their value on thestudents

Collection

AEE Journal

Authors

Diana Bairaktarova; Michele Eodice

INTRODUCTION Globally there are calls for “coupling creativity and education” in order to prepare students forthe demands of 21st century professions (Shaheen 2010, p.168). Even in the face of “the stereotypethat science is dictated by unyielding facts and figures, with little room for ambiguity and creativity,”many educators are developing creative assignments (Stockwell 2016, p.95). Engineering educatorsrely on a broad and deep repertoire of pedagogical methods to motivate and stimulate studentinterest and engagement, and some of these methods might be considered “creative.” Over the past 50 years or more, creativity has moved from the narrow definition of “self-expression”to become a prominent concept in learning and teaching. Whether

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

eachinstitution during this study.Key words: Sustainability, capstone design, mixed methods INTRODUCTION Engineers of the future must be prepared to address the complex, multidisciplinary problemsthat necessitate engineering solutions in sustainable and global contexts. Engineering educationcan provide students with the tools to approach these grand challenges of the 21st century whileconsidering aspects that are key for designing sustainable systems (David Allen et al. 2006, ­Davidsonet al. 2010). Furthermore, according to the National Academy of Science report, Changing theConversation, youth are seeking careers that make a difference (Sullivan 2011, National Academy ofSciences 2008). Sustainable engineering