Collection

AEE Journal

Authors

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

curriculum, the engineering community lacks consensus on established methods for infus-ing sustainability into curriculum and verified approaches to assess engineers’ sustainabilityknowledge. This paper presents the development of a sustainability rubric and application ofthe rubric to civil engineering senior design capstone projects to evaluate students’ sustain-ability knowledge at two institutions. The rubric built upon previous assessment approaches toFALL 2017 1 ADVANCES IN ENGINEERING EDUCATION Utilizing Civil Engineering Senior Design Capstone Projects to Evaluate

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

curricula. Furthermore, it has been shown that indus-try enhancement through the use of problem-based learning (PBL) fosters a modern environmentthat prepares students for the realities of their chosen careers in the Architecture, Engineering, andConstruction (AEC) field (Solnosky et al. 2013). Multi-disciplinary teams provide an excellent way to promote integration that allows for morecomplex projects to be undertaken (Adams 2003; Salas et al. 2008). Capstone courses furtherprovide a comprehensive evaluation of students’ prior knowledge that is applied to real projectsthrough individual and/or team based structures (Davis 2002; Jenkins et al. 2002). These systemsprovide excellent mechanisms for developing new leaders amongst students once they

Collection

AEE Journal

Authors

Larry Shuman

to analyze their responses to short answer ethical design questions before andafter the course. This data, combined with an ethical thinking survey and self-efficacy assessment,resulted in a number of statistically significant differences. The authors propose that “the integra-tion of ethics and design holds promise as a way of fostering the development of professional skillsamong engineering students.” Nicola Brown, from Massey University, New Zealand, describes the implementation and evalua-tion of a website based assessment tool for project based learning. Used with first year engineer-ing students, the author found that developing a website rather than writing a report was a lessonerous task for most students. In addition, developing

Collection

AEE Journal

Authors

Gail Goldberg

designprocess.” Eligible students, who had the option to submit an individual portfolio or compete as partof a team, included those enrolled in Project Lead The Way’s Engineering Design and Developmentcourse (EDD) or Biomedical Innovations course (BI). The expectation was that portfolios would bebuilt around students’ capstone projects for EDD or BI. The competition was organized as an incen-tive for students to stay “on track” with their long-term projects and the calendar coincided withcourse requirements and timeline.FALL 2017 11 ADVANCES IN ENGINEERING EDUCATION You Be the Judge: When Competitions

Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

number of authors have urged a moreintegrated approach to developing the whole range of technical and professional skills requiredof engineers (Felder and Brent 2003, Shuman, Besterfield-Sacre, and McGourty 2005). It may beespecially important that programs design courses so that each of the learning outcomes is ad-dressed in more than one or two courses (Felder and Brent 2003). So, outcomes associated withethical responsibility might be taken up in a stand-alone course in ethics and in core engineeringcourses and in the capstone design course, just as other professional skills might be integrated intowhat is otherwise a stand-alone ethics course. As a step toward the goal of greater integration of ethics-related outcomes into the