courseobjectives at Northeastern University. Capstone is effective for teaching and assessing ABET outcomes 2,3, 5, 6, and 7. Student Outcome #1 on problem formulation and complex problem solving may not bedirectly assessed, but it is a necessary skill in order to successfully complete a design. Student Outcome#4 on ethical and professional responsibilities and global/cultural factors may be difficult for students toapply consistently, and may not be captured by typical capstone assessment instruments, yet theimportance of this factor is emphasized.Previous work has discussed the challenges of assessing the ABET objectives, particularly those relatingto professional skills [9]. Although the ABET criteria, program objectives and student outcomes
. Dr. Dringenberg is also interested in neuroscience, growth mindset, engi- neering ethics, and race and gender in engineering. In general, she is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people at any level in engineering education. c American Society for Engineering Education, 2019 Engineering Students’ Beliefs about Decision Making in Capstone Design: A Revised Framework for Types of Informal ReasoningAbstractEngineers engage in design, and design requires decision making. Whether picking a color for aspoon designed to aid a person with physical challenges or choosing the material for the blade ofa turbine
and peer feedback grades, and then the result is adjusted up ordown based on qualitative factors for each student. These qualitative factors included the qualityof student contributions to team products, CATME peer comments, input from machine shopstaff, faculty advisors, industry mentors, and direct observation by the instructor. As stated in thecourse syllabus, "In rare cases, serious behavior issues, significant ethical lapses, or non-contribution to the team may result in a zero score for the instructor evaluation."Initial Launch of TimeCards in Senior Design 2 (2016-2017 Capstone Cohort)In spring 2017, team time cards and the instructor evaluation were first implemented in SeniorDesign 2. In Senior Design 2, teams work independently to
understanding, success skills development and the project itself”, and “G. Motivating further development of the project to go beyond classroom but into real products for public”. Meanwhile, everyone rated either “quite a bit” or “very much” regarding the level of the capstone experience contributed to their development in the following areas: “C. Thinking critically and analytically”, “E. Acquiring job- or work-related knowledge and skills”, “F. Working effectively with others”, “G. Developing or clarifying a personal code of values and ethics”, “H. Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)”, “I. Solving complex real-world problems”, and “J. Being an
identify, formulate and solve problems in thermal or mechanical systems. 1.2 will be able to design a system, component, 4 4 process or experiment and analyze and interpret data 1.3 will be able to use modern tools, hardware 3 3 and software in problem solving process 2.1 recognize the need for professional and 3.5 3 ethical responsibility 2.2 recognize and consider the consequences of 2.5 2.5 engineering solutions on society 2.3 will be knowledgeable of contemporary 3 3 issues 3.1 will be effective communicators 4 4 3.2 will work
forfaculty and department chairs on using assessment and ABET criteria to improve student learning (First ed.). Sterling, Virginia: Stylus.[7] Davidson, Hendrickson, Matthews, Bridges, Allen, Murphy, . Austin,S. (2010). Preparing future engineers for challenges of the 21st century:Sustainable engineering. Journal of Cleaner Production, 18 (7), 698-701.[8] Regli, and Heisserman. (2013). Report from the Royal Academy of Engineering’s Global Grand Challenges Summit. Computer-Aided Design,45(11), 1485-1487.[9] Seager, T., Selinger, E., and Wiek, A. (2012). Sustainable Engineering Science for Resolving Wicked Problems. Journal of Agricultural andEnvironmental Ethics, 25(4), 467-484.[10] Bandura, A. (2006), “Guide for constructing self-efficacy scales
work ethic and team commitment played a stronger role in overallsuccess. Moreover, several studies [7, 10, 11] found students in teams with a performance goalorientation (cf. learning goal orientation [12]) tended to divide tasks along gender-correlatedlines in ways that undermine individuals’ learning goals and reinforce minority status. In sum,students’ self-perceptions, their mental models of success in engineering, and how theyformulate their identities are critical to their persistence and success in engineering [13, 14].Women and under-represented minorities (URM, def. non-white, non-Asian) are often therecipients of subtle messages of non-belonging, thus creating an inhospitable environment whichinhibits the formation of professional
practitioners argue that further improvements are necessary. One of the definingcharacteristics of design is that there is rarely a single correct answer to an engineering problembut, rather, an optimal or acceptable solution leading to a final design, presented as the bestpossible balance between technical as well as non-technical constraints. These non-technicalconstraints, typically involve: economics, politics, social and environmental issues, ethics, etc.And, while professional practitioners generally accept this understanding of design, students, byenlarge, tend to interpret the engineering design process as an unambiguous and clearly definedprocess supported by rigidly applied principles and processes of “the scientific method.”Students’ vision
-centered design principles, agilemanagement principles, and engineering design tools for engineering decision making as well asintroductory CAD and MatLab. Sophomores who enrolled in these studies were completingtheir first formal engineering design course and would have completed modules covering designteaming, interviewing, listening, ethics, design objectives, constraints, and functional modeling.The senior engineering students who participated in these studies would have completed nearlyall of their engineering course work which includes: statics and dynamics, circuits andinstrumentation, two courses in thermo-fluids, mechanics and materials, two courses inengineering management, and thus far, four courses in engineering design. Students would
didactic instruction regarding FDA regulation and the Agency’s expectations fordocumentation associated with design of a new medical device via the development andmaintenance of a risk-based design history file. FDA quality system regulation is presented tothe Nursing students in the context of the “Joint Commission” requirements, with a comparisonof the similarities and differences of these two quality systems. Additionally, students thinkthrough and address ethical areas that may pose risk to a patient or healthcare worker and gain anunderstanding of HIPPA rules and regulations when working in the healthcare setting.Nursing students select a bioengineering team to participate on following a networking event atthe start of the fall semester. At
supportive engineering skills and mindsetsDuring this process the committee looked to see how well the outcomes in the onion mapped toinstitutional learning outcomes. Communication and cooperation were both part of the “basicengineering skills” whereas ethics, leadership, and culture and global awareness were allsubcategories of “multiple perspectives on role of engineers and engineering work.” We alsolooked at the mapping of the current ME learning outcomes to the onion in Figure 1. Ourdepartment outcomes include the following: our graduates will be successful in their careers, ourgraduates set and meet their own goals for career fulfillment, our graduates will continueprofessional development, our
Engineering Education, 2019 Preliminary findings from a comparative study of two bio- inspired design methods in a second-year engineering curriculumAbstractThe engineer of 2020 is expected to not only offer technical ingenuity but also adapt to acontinuously evolving environment while being able to operate outside the narrow limits of onediscipline and be ethically grounded in solving the complex problems of the future. To build thecompetencies of the future engineer, undergraduate education must train students to not onlysolve engineering challenges that transcend disciplinary boundaries, but also communicate,transfer knowledge, and collaborate across technical and non-technical boundaries. Oneapproach to train engineers in these
a group with a maximum number of 5 students.7. Individual and Group Assignments: In the first five weeks of the course, students were assigned individual assignments primarily based on computer aided drafting (CAD) software where each student mock up their cosmetic and functional designs. In addition to that, individual assignments on ethics, intellectual property, and professional development were assigned. From the sixth week, students worked in their project groups and the group assignment varied from fabrication of their final CAD designs to design review presentations.8. Peer interactions and Project Roles: Students mirrored real professional interactions. a. Students first worked as individuals and mocked up their ideas
complete theirdesign project. The course objectives of Design Methodologies are: Utilize various design tools, techniques, and methods employed in engineering design; Successfully manage and document projects; Recognize the role of analysis, synthesis, and evaluation in design; and Apply the fundamental concepts of professional and ethical responsibilityStudents in the Design Methodologies course are required to provide the instructor with their topthree choices of projects they wish to work on or team mates they want to pair with for the seniorcapstone design course. They are provided with the list of industry, competition, and universityproject topics. Students typically select projects based on personal interest and