Teichert, K. (2022, August), Adapting a Literature-aided Design Project in Engineering Education for Improved Student Engagement  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40433

\bibitem{asee_peer_40433}
  Teichert, K. (2022, August), \emph{Adapting a Literature-aided Design Project in Engineering Education for Improved Student Engagement}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40433

Kendall Teichert.  "Adapting a Literature-aided Design Project in Engineering Education for Improved Student Engagement".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40433 Internet.  25 Apr, 2024

\bibitem{asee_peer_40433}
  Kendall Teichert.
  "Adapting a Literature-aided Design Project in Engineering Education for Improved Student Engagement".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40433 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_40433
author = "Kendall Teichert"
title = "Adapting a Literature-aided Design Project in Engineering Education for Improved Student Engagement"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40433}
number = {10.18260/1-2--40433}
}

TY  - CPAPER
AB  - Engineering education focuses heavily on the analytical and design aspects of engineering. Recently, significant work has been presented showing the benefits of integrating the humanities and arts into science and engineering education. In prior work, the author and colleague reported an experience with a first-year engineering project themed around the classic novel Frankenstein (Spring 2018). Students were asked to read the novel and design a simple robot to represent a theme from the story. That prior work presented several challenges faced and insights gained. In subsequent years, adjustments have been made to address key shortcomings of the project. This work describes changes allowing students greater freedom in selecting source material, allowing various forms of sources to be explored, and adjusting the context of the project.

These adaptations were implemented to improve the engagement and the motivation of the students as they engaged with source material in the early stages of the design process. Results from these changes were promising in regard to student motivation, engagement, and perception. Based on a participant survey, the percentage of responding students that fully completed the assignment to engage with the source(s) rose from 11% in the original implementation to 45% in the current project implementation, and the percentage that engaged with 20% or less of the source(s) fell from 22% to 5%. Additionally, in the original project only 15% of students stated they at least “agreed” to enjoying the novel assigned, whereas in the current work 59% at least “agreed” to enjoying the source material chosen. Although a limited sample size, these and other findings capture the importance of selecting and adapting project frameworks to enhance student engagement when incorporating societal connections and humanities topics into engineering curriculum.

AU  - Kendall Teichert
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Adapting a Literature-aided Design Project in Engineering Education for Improved Student Engagement
UR  - https://peer.asee.org/40433
DO  - 10.18260/1-2--40433
ER  -