Collection

AEE Journal

Authors

Nicola Brown

finalised for the course to ensure that there was no way that re-sponses could influence student marks. This research was reviewed and approved by the MasseyUniversity Human Ethics Committee Southern B, Application number 14/40. A total of 54 studentscompleted the questionnaire giving a response rate of 86%. Of the respondents 29 had a computingbackground and 25 had no-computing background. The following questions/statements were evaluated using a five point Likert scale: • How difficult was it for you to develop your website for the Creative Solutions paper? • The website allowed you to be more creative than writing a report would have • The website took more time to complete compared to writing a report • The website was more

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

­Students’ Sustainability Education across Engineering Curriculumevaluate student reports for nine different factors including dimensions of sustainability, Bloom’staxonomy, sustainability links, drivers for including sustainability, location of sustainability withinreport, qualitative/quantitative incorporation, sustainability source/reference, and sustainabilitytopics. The sustainability content within Spring 2014, Fall 2014, and Spring 2015 senior designcapstone projects from university A (UA, n = 181 students, n p = 28 projects) and university B(UB, n = 106 students, n p = 15 projects) was evaluated using a mixed-methods approach. Themixed-methods assessment included observation of student project presentations and evalua-tion of student

Collection

AEE Journal

Authors

Cheryl Bodnar; Matthew Markovetz; Renee Clark; Zachari Swiecki; Golnaz Irgens; Naomi Chesler; David Shaffer

of End Customer Exposure on Product Designwithin an Epistemic Game Environment ACKNOWLEDGEMENTS The authors thank Andrew Glowacki, Timothy Knab, Andrew Kozbial, Jason Lee, and Melissa Lashfrom the University of Pittsburgh for their role as virtual design advisors for the classes studiedherein. The work performed was supported by a University of Pittsburgh Innovation in Educationgrant as well as an NSF Research Initiation Grant in Engineering Education (RIGEE EEC#1340426),for which the authors are also grateful. REFERENCES Akao, Y. (2004). Quality function deployment. New York, NY: Productivity Press. Akao, Y., & King, B. (1990

Collection

AEE Journal

Authors

Diana Bairaktarova; Michele Eodice

, thermodynamics “Thermodynamics, what a wonderful class. It’s what Dr. B teaches us, with a tad bit of sass. We learn about heat energy, and what it can do. She makes it so fun and easy to learn, for me and for you.” Created by Kaamil DillFALL 2017 1 ADVANCES IN ENGINEERING EDUCATION Thermodynamics in High Rhythms and Rhymes: Creative Ways of Knowing in Engineering

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

Multidisciplinary Team Dynamicsin Capstone Courses The peer evaluation survey consisted of thirteen questions which were selected to measure thedegree to which team members felt they and their peers were contributing to the team’s goals. Thesequestions can be found in Appendix B. Holland et al. (2010) implemented the same peer evaluationsurvey questions in a cross-disciplinary cross-department program AEC design studio (less techni-cal but a similar construct to this pilot). Such questions were selected, in that it had demonstratedefficacy in collecting team performance characteristics (Dominick et al. 1997; Geister et al. 2006)when deployed in other multi-disciplinary settings (Jones et al. 1993). Questions included perceptions of the extent that each

Collection

AEE Journal

Authors

Jae-eun Russel; Mark Andersland; Sam Van Horne; John Gikonyo; Logan Sloan

their homework or exams were graded as they would have in the lecture-based section. Figure 1 illustrates how students interact with MasteringEngineering in practice. To begin, stu-dents open a MasteringEngineering problem on their smart device—an iPhone 5s in this case (Fig-ure. 1(a)). From their pre-class preparation or the 10-minute mini-lecture at the beginning of theclass, they recognize that they can solve Part A using Ohm’s law. If they do not recognize this, theycan request a hint from MasteringEngineering, or seek help from peers, the circulating teachingassistants, or instructor. They then derive the Ohm’s law expression for the desired current in theirnotebook (Figure, 1(b)) and enter it into MasteringEngineering as an expression

Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

Advances in Engineering Education FALL 2017Teaching Ethics as DesignROBERT KIRKMANKATHERINE FUANDBUMSOO LEEGeorgia Institute of TechnologyAtlanta, GA ABSTRACT This paper introduces an approach to teaching ethics as design in a new course entitled DesignEthics, team-taught by a philosopher and an engineer/designer. The course follows a problem-basedlearning model in which groups of students work through the phases of the design process on aproject for a local client, considering the design values and the ethical values in play in each decisionalong the way. Their acquisition of ethical thinking skills and moral imagination are assessed

Collection

AEE Journal

Authors

Gail Goldberg

METHODOLOGY Among various competitions hosted via the Innovation Portal in 2015-2016 were—in chronologicalorder—the KEEN EMpwr Competition, the Conrad Spirit of Innovation Challenge, and the KansasFALL 2017 3 ADVANCES IN ENGINEERING EDUCATION You Be the Judge: When Competitions Employ an Engineering Design Rubric Table 1: Elements of the Engineering Design Process Portfolio Scoring Rubric (EDPPSR) Component I: Presenting and Justifying a Problem and Solution Requirements •  Element A: Presentation and justification of the problem •  Element B

Collection

AEE Journal

Authors

Larry Shuman

Advances in Engineering Education FALL 2017From the Editor This issue contains eight articles that document “advances” in engineering education. The paperscover a wide range of topics, with focus ranging from introductory first year courses to senior cap-stone design. The papers present creative ways of student learning and assessment, including theuse of webpages and other media to better understand complex concepts. The papers address suchcurrently “hot” topics as the blended/flipped classroom, combining ethics with design, sustainabilityand entrepreneurship. Below is a short overview of each paper – happy, and productive reading! Diana Bairaktarova (Virginia Tech) and Michele