Collection

AEE Journal

Authors

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

reports via rubric. Rubric evaluation of student reports revealed that students’performance in senior design projects is primarily driven by their instructor’s expectations; ifsustainability is not a major deliverable, then students are less likely to integrate sustainabilityconcepts that they learned from prior classes in their reports. To make sustainability a priority,senior design project requirements should be updated to explicitly require holistic sustainabil-ity applications. Instructors could approach raising sustainability expectations by engaging asustainability expert as an advisor to the senior design course and/or utilizing a sustainabilityexpert as project mentor, as demonstrated in the success of one senior design project at

Collection

AEE Journal

Authors

Gail Goldberg

Advances in Engineering Education FALL 2017You Be the Judge: When Competitions Employ an­Engineering Design RubricGAIL LYNN GOLDBERGGail Goldberg ConsultingEllicott City, MD ABSTRACT This article examines the use of an engineering design rubric by judges for three different stu-dent competitions—one regional, one national, and one global—to evaluate portfolios posted onthe Innovation Portal, a free online resource available to students, teachers, and others engagedin STEM education across instructional levels. Judges responded to an online survey on the Engi-neering Design Process Portfolio Scoring Rubric (EDPPSR) following each

Collection

AEE Journal

Authors

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

as an ­Assistant Professor (Teaching Track) in the Department of Chemi- cal and Petroleum Engineering at the Swanson School of Engineering at the University of Pittsburgh when this study was conducted. Dr. ­Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes (problem based learning, games and simulations, etc.) as well as integration of innovation and entrepreneurship into engineering curriculum. More specifically, she isfocused on evaluating the effectiveness of games for increasing student motivation

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

Coursesmulti-disciplinary integration of their designs due to the isolated nature of topics in the classroom(Andersen et al. 2007; ASCE 2008). For students to become more multidisciplinary in nature, studentsneed to learn how real project teams interact and how they coordinate designs while maintainingtechnical execution. This combination of skills remains an area of study within engineering educationthat still is in need of further development and refinement for different majors (McNair et al. 2011).In looking at Tomek’s (2011) work, it was paramount to distill in the students the understanding ofroles, responsibilities, and the integration of the various disciplines. Yet, academically this remainsincreasingly difficult to develop within confined

Collection

AEE Journal

Authors

Larry Shuman

Eodice (Oklahoma) describe an innovative way forteaching thermodynamics. Rather than the traditional classroom model in which the focus is on theanalysis of thermodynamic energy systems and their real world application, instructors might encour-age students to creatively translate thermodynamics into languages they can clearly understand.They asked sophomore-level students to generate a creative interpretation of Thermodynamics. Theresultant presentations were “a high-energy event in rhythms and rhymes, as students presentedtheir creative work.” Subsequent evaluations found that the creative interpretations helped to clarifyconcepts and increased students’ appreciation of thermodynamics in particular and engineeringin general. This was supported

Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

and design can fit together seamlessly, which opens theFALL 2017 13 ADVANCES IN ENGINEERING EDUCATION Teaching Ethics as Designdoor to integrating ethics education directly into design-based engineering courses, up to andincluding capstone courses. There are institutional and cultural challenges to be overcome to bringabout such an integration, but it is the long-term goal toward which we strive. A third possibility is that the negative results in the self-report data are an artifact of the surveyinstrument