Yee, T., & Dissanayake, S. (2024, March), A Framework for Closing Workforce Knowledge Gap Through Engineering Education.  Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45498

\bibitem{asee_peer_45498}
  Yee, T., \& Dissanayake, S. (2024, March), \emph{A Framework for Closing Workforce Knowledge Gap Through Engineering Education.}
  Paper presented at 2024 South East Section Meeting, Marietta, Georgia.
  10.18260/1-2--45498

Tien Yee and Sunanda Dissanayake.  "A Framework for Closing Workforce Knowledge Gap Through Engineering Education.".  2024 South East Section Meeting, Marietta, Georgia, 2024, March.  ASEE Conferences, 2024.  https://peer.asee.org/45498 Internet.  17 May, 2024

\bibitem{asee_peer_45498}
  Tien Yee and Sunanda Dissanayake.
  "A Framework for Closing Workforce Knowledge Gap Through Engineering Education.".
  \emph{2024 South East Section Meeting, Marietta, Georgia, 2024, March}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45498 Internet.  17 May, 2024

@INPROCEEDINGS{asee_peer_45498
author = "Tien Yee and Sunanda Dissanayake"
title = "A Framework for Closing Workforce Knowledge Gap Through Engineering Education."
booktitle = "2024 South East Section Meeting"
year = "2024"
month = "March"
address = "Marietta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45498}
number = {10.18260/1-2--45498}
}

TY  - CPAPER
AB  - 

Almost all engineers are well accustomed to advanced mathematical and scientific concepts. However, the non-engineering workforce may be vastly different from the typical engineering workforce. For non-engineers, the mathematics and physics concepts may be daunting when they need such knowledge to perform their job responsibilities in a meaningful way. In the workforce, such knowledge gaps may occur, and one such instance is the hydraulics knowledge needed by the environmental health specialists working for the state Department of Public Health (DPH) to examine swimming pool plans prior to approval. An agreement was reached between a public university and the DPH to meet this need for engineering education. This work focused on training to help in developing a non-engineering workforce to understand fundamental engineering concepts related to hydraulics. The training was divided into two portions: a classroom lecture and accompanying lab components. In order to encourage effective learning and to capture the attention of learners, the lecture and lab sections were sequenced in a scaffolding method where lessons were broken down into chunks, and the lab was used to reinforce learning through hands-on activities. A survey was conducted among the four different cohorts who participated in different sessions to observe the effectiveness of the method in training the non-engineering audience. The results from the surveys show that the participants appreciated the opportunity to learn the background materials and confirmed the importance of laboratory work in reinforcing engineering concepts for non-engineering audiences. Additionally, feedback from the training sessions suggests that engineering concepts delivered using the scaffolding method are generally acceptable for non-engineering audiences.   
AU  - Tien Yee
AU  - Sunanda Dissanayake
CY  - Marietta, Georgia
DA  - 2024/03/10
PB  - ASEE Conferences
TI  - A Framework for Closing Workforce Knowledge Gap Through Engineering Education.
UR  - https://peer.asee.org/45498
DO  - 10.18260/1-2--45498
ER  -