Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott A. Newbolds P.E., Benedictine College; Patrick F. O'Malley, Benedictine College; Meredith Stoops, Benedictine College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

studentsreceive is that the majority of people who will be responsible for fabrication of the design on siteare not members of the class. Thus, the level of documentation and planning required issignificant, even when compared to a capstone design course, since the design team will not bepresent for the construction phase. Figure 5 shows that all students agreed that the class helpedtheir engineering and workplace skills. The overwhelming majority also said they wouldrecommend this class to their peers.Figure 5: Student responses to end-of-semester IDEA [24] survey supplemental questions: “(60)The critical reflection papers helped me to consider and understand the principles of CST. (61)The service-learning experience in this course (the design project

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jewell Amanda Brey, University of North Carolina, Chapel Hill; Danianne Mizzy, University of North Carolina, Chapel Hill; Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

craft. The goals are to foster interdisciplinary student collaboration and to providestudents with the opportunity to learn and apply the hands-on skills promoted by the Makerculture. Each semester, a different Maker is selected through an application process. The Makerleads a small group of students through a series of hands-on fabrication workshops during thesemester. When the project is complete, the program culminates in a capstone event that sharesthe project with the larger University community.The MIR executive committee, which consists of 6-8 undergraduate students, leads andadministers the program with faculty support. The committee issues the Call for Proposals forboth Makers and student participants; conducts interviews and reference

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

to Disabilities Studies course isto challenge each student’s perception of “disability” and expand their product designcapabilities beyond the required components of a capstone design experience. Studentscompleted readings about assistive technology19 and discussed the impact of a variety ofassistive technology devices such as cochlear implants, closed-captioned videos, braille watches,prosthetic limbs, canes, crutches, walkers, etc.Design project detailsMultidisciplinary student teams were challenged to design and develop a conceptual prototype ofa new product for a person with a disability. Specifically, we asked students to focus on aproduct that encourages full participation in life. We wanted to move students away from solvinga problem

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

full list in Table 1). While the rubric was designed to allowfor assessment of a variety of project types, it has only been applied to civil engineering studentdesign projects.5The rubric includes two four-point rating scales to aid evaluators in judging capstone reportsbased on the 16 sustainable design criteria. The earned points scale [0-3] captures the extent towhich students consider each sustainable design criterion in their capstone projects. Evaluatorsassign a score of 0 to projects that show no evidence of incorporating the design criterion, whilea score of 3 is assigned if the project shows evidence of extensive criterion application. Thepotential points scale [0-3] describes the extent to which each sustainable design criterion

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Mary Roth, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering profession, and through this coursework, to learn frameworks for analysis: a policy or an economic framework, for example. These courses are also open to (and popular with) nonmajors, leading to interdisciplinary discussions and project teams. The curriculum builds to a unique capstone experience (e.g. Rossmann and Sanford Bernhardt, 2015).Engineering students at Lafayette College also take approximately one-third of theircourses outside STEM subjects, in the humanities, arts, and social sciences. Thesedistribution requirements introduce engineering students to alternate “ways of knowing,”comprising a liberal education. However, these requirements are not necessarilyintegrative; they may provide opportunities for

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chris Gewirtz, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Tech; Kirsten A. Davis, Virginia Polytechnic Institute and State University; Ramon Benitez, Virginia Polytechnic Institute and State University

Tagged Divisions

Liberal Education/Engineering & Society

, particularly in engineering departmentswhere general education courses have never been offered. The process of developing the minorand assessing its core courses is described more fully in another research project presented atASEE 20175. The Innovation Pathways Minor (IPM) is for students who want to develop as innovatorsin an interdisciplinary context. This minor provides a core sequence of classes with opportunitiesto practice these skills, as well as elective credits for students to pursue their personal interests.This minor also fills a unique niche by helping students expand their entrepreneurial ideasthrough customer discovery and business model activities. At the end of the minor, students willhave a capstone opportunity to unite their

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; Chris Gewirtz, Virginia Tech; Ramon Benitez, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

ePortfolio; Engineering N/ACapstone taken simultaneously with a capstone design courseDesign Engineering/ Critique & Practice Incorporates all skills learned in the minor in aCapstone Various in Design & Arts team project A pervasive challenge of developing a minor like the IPM is communicating clearlyacross disciplines. Because the IPM core sequence includes courses from three differentcolleges, the faculty teaching these courses have had to work closely to negotiate terminologyand outcomes throughout the minor. One example of this is the term “design,” which can beviewed differently

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College; Tess Edmonds, Olin College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

anexample conversation loosely synthesized from an engineering senior capstone project (detailschanged) follow:  Person A: We're falling behind on our capstone project. I really don't think the software platform we're designing is appropriate for the high school students we are supposedly making it for, and want to switch to a more beginner-friendly programming language for them, but we're already two weeks behind and my teammates just want to keep going... (continues describing the issue, then steps back for B and C to discuss)  Person B: It sounds like A feels like she should be working extra hours outside of class to prototype the project in a different language so she can show her team it works

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

discussion pedagogy (Barnes et al.1994). We wish to synergistically combine the two pedagogies and the two learning paradigmsin our program by (1) having faculty members develop multi-disciplinary case studies (perhapswith the aid of MS theses students), (2) using these as scaffolding examples for students in multi-disciplinary teams at the junior level, and (3) measuring the improvement in a student’smetacognition process when the student undertakes a capstone team project in a later semester(Bransford et al, 2000).Theoretical Basis:Conceptualization of active student engagement (ASE) is associated with a critical reflection onknowledge gains including theoretical premises such as motivation; building results-orientedmindset, “learning in context

Conference Session

The Big Picture in Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Polytechnic Institute and State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

preparation for [sic] engineering coursework at MIT or Olin College.”34 Unlike the “big ideas”approach used at Princeton, here the course covers themes such as mechanism design, feedbackand control, modeling, and a project-based design capstone. The emphasis on “rigor” is perhapsnot surprising given the potential of the course to serve as a prerequisite for other engineeringcoursework. As a women’s college, this emphasis on rigor may also be doing a certain kind ofwork at Wellesley in establishing qualifications for female students seeking to enter more male-focused environments.At Smith College, engineering fundamentals is cast to include hands-on work, design,experimentation, and exploration, taking more of an engineering-practices focus. Smith

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexandra Vinson, Northwestern University; Pryce Davis, University of Nottingham; Reed Stevens, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

different levels of emphasis on experiential learning. Those schoolswith less experiential learning courses tended to feature more courses where students learnedconcepts and demonstrated competence through traditional exercises like problem sets andexams. Engineering educators have steadily incorporated problem-based learning exercises,projects and capstone experiences into undergraduate engineering education. Problem-basedLearning (PBL) has been one technique introduced in order to bring ‘real life’ problems into theclassroom. Those educational exercises, particularly PBL, emphasize information-seeking as askill that will be developed through participation in the exercise. What we may see in these datais the payoff of those activities, but as one

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

the curriculum with social context Architectural Civil Environmental Mechanical First year First-year projects: some sections S-L, some community context, some little/no social context AR/CV Intro (2-cr) EV Intro (1-cr) Second year Engineering Geology* Fund Environmental Eng Professional Sustainability Principles Issues Third year Intro to Fund Environmental Eng Env Microbiology Construction Intro to Construction Air Pollution Control Fourth year Capstone

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

students, not just GE students. As such, it isbeing developed by faculty within and outside GE.1st Year: User-Centered DesignOne major challenge that engineers universally face is the disconnect of their work from itsusers. In this first year class, we stress that designs cannot be based simply on the designers’ ownunderstanding, and we emphasize the need to develop empathy for users, who may have differentassumptions and experiences. In an effort to better integrate social justice into engineering, thiscourse aims to help students understand their own privileges, which we achieve throughreflection journals, activities such as a trip to a local museum with an exhibit on race, andclassroom discussion. The course project entails a community

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Mona Ghali, University of Toronto; Mike Klassen, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

ofexperience or too little experience. [Some of them] were beneath my degree … There wasnothing…. tailored at the entry-level. It took a while to find something.” The handful of applicationshe submitted through online job boards were all unsuccessful. Yet his social connections helped tooffset his inexperience. He eventually secured a job offer through a family friend who providedinformation on a company and manager recruiting for a position.Milan also credited landing a job to his involvement in extra-curricular activities: “I would say themost valuable things were the extracurricular, [and] my summer co-op. I did put some courses, my[capstone] project because it showed that I managed a project, went through the entire designprocess. I don’t think

Conference Session

The Big Picture in Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Toluwalogo Odumosu, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

. We see potential for this approach of holistic assessment to be useful outside of UVA,especially for other institutions’ evaluations of how HSS and STS contribute to engineeringeducation. Engineering educators already value assessing technical skills through real-worldcase-study evaluations, such as in capstone research and design projects and in the Principles andPractice of Engineering (PE) exam. The difficulties of assessing students’ abilities to integratetheir various kinds of knowledge are also present in these technical activities. Our approach canhelp pave the way for identifying indicators of students’ integration of information and holisticcritical thinking across subjects and skills. Also, it was clear from the spread of the