theoretical courses. Therefore, there iscurrently no agreement on the appropriate number or frequency of engineering designcourses for a curriculum and there is a wide variety of engineering design curriculum acrossinstitutions10.The same is also true for the methods used and content of engineering design courses1,10.Some institutions teach the design process using a traditional lecture format. Others prefer touse case studies to teach some aspects of the design process such as ethics, legalconsiderations, and safety. Still others adopt experiential teaching methods such as problem-based learning or service learning activities to teach engineering design courses3-4. In theinstitutions that still have only one capstone experience, the engineering
multiple realistic constraints.” [1] Three of the important outcomes ofthis capstone experience involve learning about professional ethics, teamwork skills, and designmethodologies. These courses also provide an invaluable opportunity for students to movebeyond passive absorption of the material and apply these skills to an open ended design project.This paper focuses on efforts to improve the understanding and application of designmethodologies. However, it should be noted that by better understanding and applying thisaspect of the capstone experience students frequently experience beneficial effects in other keyelements of the learning experience.Capstone engineering experiences across the country are typically either one or two semesters
of Washington Ryan is a Ph.D. candidate in the University of Washington’s interdisciplinary Individual Ph.D. Program and a research assistant at the UW Center for Engineering Learning and Teaching (CELT). His research interests include: engineering education, ethics, humanitarian engineering, and computer modeling of electric power and renewable energy systems.Dr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved
(primarily in the Midwest), the KEEN program provides access to vital resources for buildingquality entrepreneurship education programs. In addition, KEEN provides grants to institutionsfor the development of entrepreneurship curricula, modules, and extracurricular activities. AtLTU, the grants provide the funding to develop new innovative interdisciplinary programsfocused on developing the “entrepreneurial mindset” on campus. The skills associated with the Page 22.1189.4entrepreneurial mindset are communication, teamwork, leadership, ethics and ethical decision-making, opportunity recognition, persistence, creativity, innovation, tolerance for
. 159, 1977, doi: 10.2307/2529310.[35] J. L. Hess, J. Strobel, and A. O. Brightman, “The Development of Empathic Perspective- Taking in an Engineering Ethics Course,” J. Eng. Educ., vol. 106, no. 4, pp. 534–563, 2017, doi: 10.1002/jee.20175.[36] C. D. Batson, S. Early, and G. Salvarani, “Perspective taking: Imagining how another feels versus imagining how you would feel,” Personal. Soc. Psychol. Bull., vol. 23, no. 7, pp. 751–758, Jul. 1997, doi: 10.1177/0146167297237008.[37] M. H. Davis et al., “Cognitions associated with attempts to empathize: How do we imagine the perspective of another?,” Personal. Soc. Psychol. Bull., vol. 30, no. 12, pp. 1625–1635, 2004, doi: 10.1177/0146167204271183.[38] M. H
not only focuses on the noveltyand usefulness of a product, but also morality and ethicality [8]. In addition, every field tends todefine creativity differently as it relates to that field, but most people view creativity as highlyvaluable [9].Creativity in Engineering. Creativity is increasingly essential to engineering. It is listed as thethird most important skill for an engineer to have [10]. The core of engineering is to solve real-world problems. In order to do this, engineers have to apply scientific principles in creative waysto develop effective and efficient solutions [11]. The problems we face today are becoming morecomplex as technology advances, therefore the solutions to these problems are required to bemore creative [12, 13
, thereby providing opportunities for all current and prospective engineers to reach their maximum potential. Dr. Hess’s primary research interests including exploring the functional role of empathy in various domains, including engineering ethics, design, and diversity, equity, and inclusion. He received his PhD from Purdue University’s School of Engineering Education, as well as a Master of Science and Bachelor of Science from Purdue University’s School of Civil Engineering. He is the 2021 division chair-elect for the ASEE Liberal Education/Engineering and Society division. American c Society for Engineering Education, 2021 Assessing Ways of Experiencing
engineering practice. The ABET accreditation criteria for engineering programsoutlines required student outcomes which prepare graduates to enter the professional practice ofengineering [21]. We believe human-centered design activities can directly benefit at least thefollowing three criteria, quoted here: • An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors • An ability to communicate effectively with a range of audiences • An ability to recognize ethical and professional responsibilities in engineering situations and make informed
, design facultyand design 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
3. Note thatTeamwork is explicitly stated in objectives 2.3 and 2.4, but also implicitly in other learningobjectives dealing with communication and relationships, for example. Teamwork is weighted as30% of the final grade. The teamwork weighting has sufficient influence to “fail” a student foroutright non-performance. Table 3. Sr. Design Project learning objectives. 1. Design a component, system and or process: 1.1. identify customer requirements & engineering characteristics 1.2. recognize & articulate design constraints, 1.3. identify relevant issues with respect to patents, legal liability, safety, and ethics, 1.4. develop engineering design specifications, 1.5. generate
these users from harm is an ethical requirement and responsibilityof any college. We did not have the sufficient infrastructure in place to perform human subjectsreview of the work related to the capstone. In many cases, it was suggested that students followthe human subjects practices and requirements of their sponsoring company. However,sometimes the internal corporate review committees did not move at the pace necessary to beuseful for a student team with a short time budget, and sometimes corporations had no internalreview boards to leverage. Having a more program-wide solution to this need would be botheducational and practical.Reflections on Year OneAs the faculty looked back over the first year of SCOPE, it became clear that Olin
include first-year engineering curriculum, engineering ethics instruction, and student diversity.Tamara Knott, Virginia Tech Tamara Knott is an Associate Professor in Engineering Education at Virginia Tech. She focuses on pedagogical issues associated with teaching freshman engineering. She is the course coordinator for the second semester Exploration of Engineering Design course taken by approximately 900 freshman engineering students each spring.Karen Gilbert, Virginia Tech Karen Gilbert is the Assistant Director of the Center for Student Engagement and Community Partnerships and the Coordinator of VT-ENGAGE at Virginia Tech. The Center is devoted to being a hub for student engagement
the following features: development of student creativity, use of open-ended problems, development and use of modern design theory and methodology, formulation of design problem statements and specifications, consideration of alternative solutions, feasibility considerations, production processes, concurrent engineering design, and detailed system descriptions. Further, it is essential to include a variety of realistic constraints, such as economic factors, safety, reliability, aesthetics, ethics, and social impact.”Engineering design is often described in textbooks by two widely divergent processes: one quitestructured the other unstructured. Some textbooks (e.g. Oakes, Leone, and Gunn2) present theengineering design process as a
outcome.The final evaluation of the effectiveness of changes on the capstone design course is rubric basedevaluation of reflective statements written by students at the end of the course. The rubric scoresstudents on the relevance of what they write to engineering practice, writing ability, analysis ofthe experience, interconnection with other classes, validity or lack of self-criticism, andawareness of ethics. Qualitative analysis of these statements indicated that: 1) the class isvalued by students compared to other, more theory-based classes in the program; 2) students sawother project-based and laboratory classes as providing better preparation for an engineeringcareer than theory-based classes; 3) students valued the certification training and
beach like A. A.Milne’s Old Sailor12, and do nothing but bask until we are saved, but we need to be proactiveand start identifying the ‘learning’ gaps, and start plugging them.The undergraduates also need the opportunity to work in interdisciplinary, or preferably,transdisciplinary teams. If this is done at undergraduate level, it becomes easier to work in thismanner as a graduate.Bibliography 1. Johnstone (2002:30), Johnstone, G. (2002b), Now and then!, ‘InQuest’: The Journal of the Australasian Coroners Society Inc, State Coroner’s Office: Melbourne, 1, 28 – 46 2. Institution of Engineers, Australia (1994), Code of Ethics, Institution of Engineers, Australia: Canberra 3. NOHSC (2000), Work-related fatalities associated with design
environment. Thechoice of a nuclear engineering project required students to utilize knowledge in mechanicalengineering but also forced them to learn more in areas such as material selection as applied tonuclear facilities. They were also required to make use of codes and standards that they had notpreviously used in order to achieve adequate safety factors for their design. The project havingindustry involvement and requiring more stringent safety standards due it being in nuclearengineering also made students more aware of the ethical implications of their design practice.A student survey was conducted to evaluate the impact on student learning, as related to theinterdisciplinary aspect of the project. The questions are shown in Table 1.Table 1
Academy of Engineering (NAE) described the qualities of the Engineer of2020 (The engineer of 2020: Visions of engineering in the new century, 2004). The NAEhighlighted the following attributes as essential for an Engineer of 2020: strong analytical skills,practical ingenuity, creativity, communication, business and management knowledge, leadership,high ethical standards and professionalism, dynamism, agility, resilience, flexibility, and thehabit of lifelong learning. While developing these qualities may seem a lofty feat to accomplish,these benchmarks for success in engineering introduced the need to generate alternative teachingenvironments in education that foster opportunities for a student-engineer to acquire this diverseskill set (Zabudsky
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
-residence at Nokia Bell Labs and an assistant professor at the University of Michigan teaching Sci-Fi Prototyping, a course combining sci-fi, prototyping, and ethics. Her ongoing objective is to combine her background in art, design, and engineering to inspire a more positive future. c American Society for Engineering Education, 2020Considering people: An exploratory investigation of engineering student ideationLaura R. MurphyShanna R. DalyColleen M. SeifertEytan AdarSophia BruecknerUniversity of Michigan, Ann Arbor, MI, USAAbstractHuman-centered design is a prominent approach to engineering design. However, research hasdocumented multiple engineering student challenges in considering the people who will use
have identified thatdesirable attributes of an engineer include good communication skills, high ethical standards, theability and self-confidence to adapt to rapid or major change, the ability to work ininterdisciplinary teams and a profound understanding of the importance of teamwork [4]. In theRIOT team surveys, "Political Skill" (described in the next section) measures these competenciesin the individual differences surveys.We hypothesized that explicitly addressing these "soft topics" before the capstone teams wereformed would increase student awareness of their importance and provide specific tools to helpwith self-management and team cohesion. Florida Tech students come from over 50 countrieswith diverse cultures and international
-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
, predictablepath toward developing a UAV by the students. Though there were some disagreementsbetween the students about work being accomplished, there was also relatively calibratedperformance on each of the tasks. Some disagreements and behaviors led to the firstauthor to implement a phone-calling protocol between team members – students werereluctant to contact other students on other campuses – and this facilitated someimproved coordination.However, other incentives in the program worked against team members developing astrong customer ethic, and thus worked against students maximizing validity. Only onestudent out of the group of eleven visited the customer that gave the team its mission –tracking range cattle from the air. The customer additionally
Technologies, New Jersey: Princeton University Press,1999.[9] Atman, C.J., Kilgore, D., and McKenna, A., “Characterizing Design Learning: A Mixed-Methods of Study ofEngineering Desginers’ Use of Language,” Journal of Engineering Education, Vol. 71, No. 3, pp. 309 - 326.[10] Prince, M.J., and Felder, R.M., “Inductive Teaching and Learning Methods: Definitions, Comparisons, andResearch Bases,” Journal of Engineering Education, Vol. 95, No. 2, 2006, pp. 123 - 138.[11] Online Ethics Center for Engineering and Research. Retrieved fromhttp://www.onlineethics.org/Resources/Cases.aspx.[12] Yadav, A., Shaver, G.M., and Meckl, P., “Lessons Learned: Implementing the Case Teaching Method in aMechanical Engineering Course,” Journal of Engineering Education, Vol
results on Likert-scale and multiple choice questions areanalyzed and discussed.IntroductionSustainability is an important topic to everyone. Its relevance is acute to engineers who aredirectly involved in enabling the built environment. Accordingly, the well-known ABETengineering accreditation criteria1 requires engineering graduates should be able to “design asystem, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability.” Engineering educators have been making every effort to educate the futureengineers in sustainability and to prepare them with solid knowledge to deal with thesustainability challenges2-6. The
. Adams, “Cross-disciplinary practice in engineering contexts,” 17th Int. Conf. Eng. Des., no. August, 2009.[27] V. Kumar, 101 Design methods: A structured approach for driving innovation in your organization. Wiley, 2012.[28] Flash-Integro, “VSDC Free Video Editor.” www.CNET.com.[29] D. Kilgore, C. J. Atman, K. Yasuhara, T. J. Barker, and A. Morozov, “Considering Context : A Study of First-Year,” J. Eng. Educ., vol. 96, no. 4, pp. 321–334, 2007.[30] D. H. Jonassen and Y. H. Cho, “Fostering Argumentation While Solving Engineering Ethics Problems,” J. Eng. Educ., vol. 100, no. 4, pp. 680–702, Oct. 2011.[31] N. Genco, K. Holtta-Otto, and C. C. Seepersad, “An Experimental Investigation of the Innovation
has a mental health problem.4. Rubric developmentThe concept for the Correction Action Rubric for Problematic behaviors is based on the Faculty911 Guide [15] published by the Dean of Students and the Counseling and Wellness Center(CWC) and a faculty and the aforementioned staff development program titled “Working withdisruptive students” presented by the Associate Director of Crisis Emergency Services at theNew Faculty orientation every year. The premise is that faculty have an advantage point of beingan important resource because they are knowledgeable of students and their particulardevelopmental stage; aware of the stressors that students encounter; serve as representatives ofthe institutional ethic of care; knowledgeable of the campus
communication and workstyles, coining the rules for team ethics and accountability and accepting the team member’sshortcomings. Several students reported that functioning as part of a team was a learningexperience on its own that prompted them to reflect on their own contribution to the prototypedesign and development and compare their share against that of the other team members. In anattempt to solve team-conflict and self-regulate, the students embraced soft skills: for somesharing equal amount of work was effective; for others, establishing individual member roles andaccountability was critical. Having learned to trust, the students tended to more frequentlydiscuss and review the content of the learning modules with their team members
design projects for second and third year students,and the 1955 L. E. Grinter Report5 recommended twin goals for engineering education oftechnical (including analysis and creative design) and general (ethics, humanities, socialsciences, math and basic sciences), with engineering content limited to upper division classes.6Constrained by institutional credit-hour caps, courses on engineering design or laboratoryexperiences that supported design activities, such as shop or manufacturing technology, weregradually eliminated from the engineering curriculum.This approach started to reverse in the early 1990’s as employers identified the paucity of real-world content, engineering design and creative content as important shortcomings of