two years and totals over 800 students. Roughly one-quarter ofthe students are engineering or pre-engineering majors and another one-quarter are from theCollege of Liberal Arts and Sciences, mainly from the sciences, including pre-med majors. Theremaining students are approximately evenly divided between College of Business majors andstudents from the College of Media Arts. Page 25.821.6 Table 1 – Projected Enrollments in STS courses at the University of Colorado Denver for 2012-2013 Course Section Fall Spring Summer ENGR 3400 Online 60
atstake, engineering education should place more value and emphasis on the garnering ofprofessional communication skills within the discipline. This paper presents a detailed account of how one large mid-Atlantic university designeda targeted communication course, which focuses on meeting the communication demands placedon engineers. The course, currently taken by about 350 engineering students per semester (14sections with no more than 26 students per section), is the collaboration of the College ofEngineering and the Department of Communication Arts and Sciences. This partnership, referredto as integrated instruction, is defined as a collaboration between communication experts in theliberal arts and a college of engineering. By offering
and record book for student outcomes assessment and institutional effectiveness. New York, NY: Agathon Press.3. ABET. (2015a). Criteria for accrediting engineering programs. Retrieved from http://www.abet.org/wp-content/uploads/2015/10/E001-16-17-EAC-Criteria-10-20-15.pdf4. Felder, R. M., & Brent, R. (2003). Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education, 92(1), 7–25. doi:10.1002/j.2168-9830.2003.tb00734.x5. Joye, D. D. (2010). A lifelong learning exercise (ABET required) in an undergraduate fluids course. Published in Fall 2010 Mid-Atlantic ASEE Conference, Villanova, PA.6. Marra, R. M., Camplese, K. Z., & Litzinger, T. A. (1999). Lifelong learning: A
validity of tests and instruments.Ms. Melissa Marshall, Pennsylvania State University, University ParkDr. Enrique D. Gomez, Pennsylvania State University, University ParkDr. Esther Gomez, Pennsylvania State University, University ParkProf. Angela D. Lueking, Pennsylvania State University, University Park Page 25.1442.1 c American Society for Engineering Education, 2012 Using student ambassadors to relay themes from Changing the Conversation in Engineering First Year SeminarsAbstractThis paper describes the efforts at a large mid-Atlantic university to integrate themes
)Relationships Beliefs around the right way for people to relate to each other within engineeringRelationship to the Environment How engineering education interacts with broader systems (i.e., university, higher education, engineering profession, national context)MethodsThis paper presents a single pilot case study, where a mechanical engineering department is acase and students are subunits of that case [13]. We draw on hour-long interviews with threemechanical engineering students at a U.S. university in the mid-Atlantic region. This universityshifted all courses online in March 2020 in response to the COVID-19 pandemic
of the US involvement.MethodsParticipantsThe students that participated in this study were all interviewed in the second semester of theirfirst year at the aforementioned Mid-Atlantic university. The study institution is a primarilySTEM focused university. The participants were from three disciplines: three from Biochemistryand six each from Chemistry and Chemical Engineering for a total of fifteen students. All self-reported demographic information can be found in Table 1 below, along with the pseudonymsassigned to each participant. Pseudonym Discipline Race Sex Seojun Biochemistry Asian Male Catalina
Critical Thinking in Engineering Undergraduates. Creat Educ. 2017;08(09):1495-1522. doi:10.4236/ce.2017.891057. Liu Z, Schönwetter DJ. Teaching creativity in engineering. Int J Eng Educ. 2004;20(5):801-808.8. Robinson K. Out of Our Minds: The Power of Being Creative. 3rd ed. Chichester, West Sussex, UK: John Wiley & Sons, Inc; 2017.9. Bruhl J, Klosky JL. Inclusive Teaching: A Call for Creativity (WIP: Work in Progress). In: ASEE Mid-Atlantic Regional Conference. New York, NY: American Society for Engineering Education; 2019.10. Walesh SG. Introduction to Creativity and Innovation for Engineers. Hoboken, NJ: Pearson Education, Inc.; 2017.11. Dieter GE, Schmidt LC. Engineering Design. 5th ed. New York
engineering design (e.g., designthinking, engineering epistemology, teamwork and equity). Our peer educators move betweenthese two activity systems: one is the field site for their teaching responsibilities within one of~15 sections of a first-year engineering design course (UMD ENES100), and the second is anengineering-design focused pedagogy seminar (UMD EDCI488E). The co-occurence of theseexperiences in the same semester allows our peer educators to have firsthand experiencesworking with students while trying to make sense of key ideas from education theory andresearch. Details of the design of the pedagogy seminar and the design course context areprovided in Quan et al. (2017), and the design of ENES100 course is presented in Calabro,Gupta, &
of technologists downstream from the designer. (Further relevant aspects,primarily trade-offs, of this are discussed in the section on concurrent development.)Perseverance, likewise, is also an essential characteristic of engineers as well as artists. Forartists, the very process of nurturing a vision from conception to execution is often a matter ofperseverance. Obstacles include the financial difficulty of obtaining materials. This may rangefrom the metal sculptor’s purchase of raw materials and tools to the musician’s purchase ofappropriate gear or rental of studio space. Once those resources are present, for the lone artist,there is the challenge of mastering all the techniques and tools necessary to realize a vision, andfor the artist
TechnologyDr. Eric J. AlmDr. Alison F Takemura, US Department of Energy Joint Genome Institute Alison loves wading into a good science story. Her first was her MIT doctoral thesis project, unlocking the gastronomical genome of a Vibrio bacterium. For some of the Vibrio’s meals, she collected seaweed from the rocky, Atlantic coastline at low tide. (Occasionally, its waves swept her off her feet.) During grad school, Alison was also a fellow in MIT’s Biological Engineering Communication Lab. Helping students share their science with their instructors and peers, she began to crave the ability to tell the stories of other scientists, and the marvels they discover, to a broader audience. So after graduating in 2015 with a